This study develops a model for introducing computers into the schools of the County of Grande Prairie, Alberta (Canada), and by extension into any small school system. Data were gathered from three sources: questionnaires to superintendents and school staff, onsite visits to schools needing computer instruction, and literature on the issues and strategies involved in introducing computers into instruction. The data covered information on the present use of computers (both instructional and noninstructional) in Alberta schools, current school policies on instructional computer use, distribution of computer software and hardware, existing teacher inservice programs in computer use, and training and interest among county school staff in using computers. The authors then create a model for introducing computers into small schools by focusing on the goals of computer-assisted instruction, on the budgeting considerations, and on possible issues arising in school board policy. Referring specifically to the County of Grande Prairie, they discuss the system's constraints, priorities, and policies affecting the introduction of computers; moreover, they note problems in the scheduling and budgeting of computer use and criteria in the evaluation of computer implementation. (JW)