This report presents the results of a survey conducted among all primary and secondary schools in Leicestershire (England) in 1985 to examine the role of microcomputers in schools, and the extent to which their introduction had led to a shift in teaching emphasis toward providing more skill-based curricula (i.e., study skills for life) rather than content-based curricula (i.e., knowledge for life). It was anticipated that primary schools would provide more scope for investigating computer applications for information handling, while secondary schools would use more subject-oriented computer applications, especially in math and science. Results from 300 of the 424 potential respondents showed that effects on curriculum development are likely to be gradual, and the information role of microcomputers was significantly underdeveloped in primary schools because of insufficient facilities and arrangements for staff training. Little evidence of gender bias operating against female pupils was detected by male or female teachers, particularly in primary schools. In secondary schools, however, it was clear that microcomputers were very much the preserve of mathematics, science, and computer studies departments. This factor, coupled with a 4:1 ratio of male to female secondary teachers of computing may have some negative effects upon the degree to which female pupils are likely to maintain and develop computer literacy skills. Supporting data and a sample questionnaire are appended. (DJR)