This technical report describes an in-depth study of the implementation of computers in a comprehensive school which had recently purchased 17 microcomputers. The study investigated the different factors that influenced the introduction of computers into the school at the teacher's level, the departmental level, and the school level. Analyses of data from interviews and questionnaires indicated that the actual implementation of computers was very much dependent upon the interplay of these various factors at the different levels. Although the responses of teachers from five departments--science, history, mathematics, geography, and business studies--covered a broad spectrum of views and opinions, barriers to computer use were generally seen to be lack of time for proper training, inadequate financial resources, and large classes. Favorable attitudes of department heads and appropriate leadership strategies were found to be essential in providing guidance to teachers. The provision of adequate technical and financial resources and expertise were seen to be the function of the school administration, and a rethinking of curriculum and how computer use could be integrated into various subjects were seen to be concerns at the national level. Suggestions for further research and 82 references are provided, and the table of contents of the Ph.D. dissertation is appended. (DJR)