Two problems must be solved before an integrated curriculum, incorporating learning with, from, and about computers can be implemented. The first is the necessity for a design of how the program will function when it has been fully implemented, with all equipment and other associated materials and procedures. The second is a strategy for proceeding to this ultimate objective, from the current unorganized activity, in an effective manner. Although much has been written about the solution to the first problem, there is an immediate need for a solution to the second, which appears to be more difficult. In designing an implementation strategy, at least eight interacting dimensions should be considered, many of which will change over time. These include the use of integrated language systems, such as LOGO or Smalltalk, and emphasis on tool uses of computers, the allocation of activities to grade levels, the allocation of activities to subject matter areas, the level of equipment availability, teacher characteristics, classroom management questions, and special student needs. Thirty-eight references are listed. (LMM)