School location of microcomputers and its impact on use were examined using data from the National Survey of School Uses of Microcomputers. An analysis of the responses from 1,082 (68% of the sample) microcomputer-using, public and non-public, elementary and secondary schools surveyed between December 1982 and March 1983, suggests that where schools locate microcomputers does have an impact on how they are used. Keeping microcomputers solely in classrooms has largely negative consequences, although equity of use is improved for secondary schools, while putting computers into a laboratory situation has generally positive consequences, except for equity. Locating computers in libraries may improve equity in elementary schools and increase use by secondary teachers and students, but has little impact on learning or social and organizational outcomes. Rotating microcomputers from room to room is generally positive for secondary schools and improves equity and access at elementary schools, but allows insufficient time for student learning with the computer. Dispersing microcomputers among several locations has negative consequences for elementary schools, but provides increased microcomputer access to larger groups and a broader range of activities in secondary schools. A technical appendix describes the regression analysis of location effects. Five tables are included. (LMM)