This report summarizes a study on the impact of the introduction of microcomputers into the instructional programs of two elementary school districts in suburban Chicago that included an examination of teacher attitudes and feelings related to microcomputers. It describes the districts and the kinds of hardware and software they use and contrasts their implementation plans, noting that one plan viewed microcomputers as assisting in the total educational program through computer assisted instruction, while the other viewed computer literacy and programing skills as the sole purpose for using microcomputers. The design of the questionnaire and the type of information sought are described, and the statistical analysis is reported for the following issues: demographics, microcomputer experience, what teachers think about microcomputers, how teachers feel about microcomputers, what teachers wish from microcomputers, the consequences of exposure to microcomputers, and how such exposure changes what teachers think and influences their feelings and wishes. Results of interviews with district personnel are provided as well as a summary of questionnaire comments. Conclusions address the implications of these data for the introduction of microcomputers into the educational process. Twenty-four references are listed, and the questionnaire and its cross tabulation and factor analysis are appended. (LMM)