A report recently released by the National Council for Accreditation of Teacher Education (NCATE) promotes the use of technology in colleges of education. To respond to the professional call, several teacher education programs have been offering computer courses to help the future teachers. This research examined one of the computer courses, an introductory computer literacy course commonly offered at colleges of education. The research focused on four universities which offer a similar course: Arizona State University (ASU), Indiana University (IU), Pennsylvania State University (PSU), and University of Virginia (UV). Two structures were found to be employed for the course. At ASU, the course content contains lecture and lab; concepts instruction is conducted in a big hall with about 100 students and lab is conducted in small groups in a computer lab. Instructors use identical syllabi so that students are guaranteed to be taught the same information. At IU, there is no separation into lecture and lab sections; the course is conducted in a computer lab where instructors teach both concepts and skills using similar syllabi to about 500 students. The course content contains concepts and skills that include knowledge of computer technology and design, such as basics of hardware and presentation design and skills such as word processing, spreadsheet, database, e-mail, and webpage development. Students at IU, PSU, and UV learn multimedia and presentation applications as well; students at ASU learn fewer applications but spend more time on each. There are advantages and disadvantages to both structures. An institute should choose a structure which fits the institute and keeps the course consistent. (AEF)