The use of computer based technologies by professional women in education is examined through a feminist standpoint theory in this paper. The theory is grounded in eight claims which form the basis of the conceptual framework for the study. The experiences of nine women participants with computer based technologies were categorized using three levels: beginning, intermediate, and advanced. Data collection for this study consisted of three interview sessions in which the participants framed and structured the responses. Photographs of people and computers were also used as auto-driving prompts. A cross-case analysis was derived from thematic analysis of each of the nine cases. Themes from the following are discussed: (1) early learning experiences; (2) work context and its relationship to computer technologies; (3) opportunities to acquire knowledge about computer based technologies; (4) daily living experiences within the context of the family and its relationship to computer based technologies; (5) women who have inspired these women to learn about computer based technologies; and (6) thoughts about the effects of computer based technologies on students in present and future classrooms. The original claims in the feminist standpoint theory are then used as a basis for analysis and pattern matching of the data. Conclusions are discussed in relation to the six thematic categories. (Contains 18 references.) (AEF)