This study investigated preservice teachers' perceptions of the teachers' role in the classroom with computers. The following questions were investigated: (1) What are the preservice teachers' perceptions of the teachers' role in the classroom with computers, measured in terms of teacher-centeredness and student-centeredness? (2) What are the preservice teachers' perceptions of computer use once placed in the classroom with computers, measured as teacher-centered computer use and student-centered computer use? and (3) Do the preservice teachers' perceptions of the teachers' role in classrooms with computers differ from their perceptions of computer use in terms of teacher-centeredness and student-centeredness? The findings of the study showed that there was no significant difference between preservice teachers' perceptions of teacher-centered roles and their perceptions of student-centered roles in the classroom with computers. The preservice teachers perceived that they would be likely to engage in teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, there was a significant difference between the preservice teachers' perceived teacher-centered computer use and the student-centered computer use. The preservice teachers would be more likely to use the computer as a teacher-centered tool than as a student-centered tool. (Contains 30 references.) (MES)