This paper discusses skills science teachers need to effectively use computing in their teaching and describes how pre- and in-service science teachers can acquire computing skills. These skills can be grouped under three headings: (1) computer as a tutor for students (such as using drill and tutorial programs to bolster achievement); (2) computer as a tool for students (such as developing algorithmic solutions to problems in science classes); and (3) computer as a tool for teachers (such as providing computer-based evaluation and feedback). Following a discussion on the rationale for the skills within these categories, a list of eight research and evaluation questions is provided. For example, examining what combination of computer simulations and laboratory activities will maximize student achievement and if student attitudes toward science are influenced differently by computer-based and regular science instruction are proposed as areas in need of research. Problems that need to be considered related to acquiring computing skills include the usual what, where, when, and how concerns of teacher training. To address these problems, materials to support science teacher training in computing need to be developed and training must be organized and delivered in a manner that is cost efficient and effective in altering behavior. (JN)