An evaluation is presented of two inservice courses on computer science designed to help teachers achieve computer literacy. Positive changes in teachers' attitudes toward computers were noted as well as gains in functional knowledge and computer literacy. There was little or no change in teachers' priorities for computer use, program expansion, or perceived usefulness. Not all of the small number of teachers involved in the study who were teaching Alberta Education computer literacy units to students found the inservice useful for that purpose. Teachers believed that about six hours of instruction were sufficient to obtain functional knowledge of computers while about 30 hours were needed to acquire computer literacy. Teachers suggested that class sessions should not be longer than three hours and that the ratio of teachers to instructors should be not greater than 10 or 15 to one. This report includes a description of the inservice program as well as an analysis of the effects of the program on participants. Conclusions are discussed and recommendations made. Appended are: (1) a review of related research literature; (2) an outline of the pilot study that preceded the implementation of the program; (3) computer inservice course outlines; and (4) instruments used in the study. (JD)