A study of how teachers integrate the computer into the mathematics curriculum was conducted using a sample of 200 secondary mathematics teachers from 54 different schools in an urban school district. The design was descriptive in nature and consisted of a mail survey collecting data on: (1) the backgrounds of the teachers; (2) how teachers used computers in the mathematics classroom and the frequency of use; (3) the environments in which computers were used; (4) attitudes of mathematics teachers toward using computers for instruction as well as toward the available mathematics software; and (5) what teachers felt were the advantages and disadvantages of using computers in the mathematics classroom. Findings indicate that, although teachers seem to have accepted the usefulness of the computer as a tool for mathematics instruction, the task of integrating computers into the curriculum has just started. Recommendations include matching software to curriculum objectives, acquainting teachers with available mathematics software, and making computer laboratories more accessible for both teachers and students. Data are presented in seven tables. (13 references) (GL)