It is argued in this paper that "somehow" microcomputers must become a mandatory part of a community college education. For many reasons, microcomputers are flooding the college campus. The most important of these reasons is the recognition that computers are as relevant to the humanities and social sciences as they are to the physical sciences and engineering and that they will help student learning in all fields when used in a meaningful way. Though there are numerous examples of instructors devising innovative uses for computers in classes in management, drama, sociology, philosophy, and writing, there are educators who are opposed to computer fluency requirements. Some of these reasons are based on myths about computers undermining the art of the written word and eliminating personal interaction between student and teacher; beliefs that microcomputers will return instruction to repetitious drill-and-practice memorizing; and the vision of the computer user as isolated from human contact. Though evidence indicates that these perceptions and fears are unfounded, real problems unique to the community college exist. The characteristics and attendance patterns of typical community college students make it unreasonable and unacceptable to expect many of these students to purchase a microcomputer. Community colleges can promote the computer literacy of their students if they provide access to microcomputers for all part-time and freshman students, and require sophomores to own their own computers. (LAL)