This study investigated student teachers' perception and practice regarding computer use during the practicum in terms of their teaching styles. The following questions were investigated: (1) What are the student teachers' perceptions of the teachers' role in the classroom with computers, measured in terms of teacher-centeredness and student-centeredness? (2) How did the student teachers use the computer during their practicum, measured as teacher-centered computer use and student-centered computer use? and (3) Are there any differences between the student teachers' perceptions of the teachers' role and their practice of computer use during the practicum? The results of the study showed that there was no significant difference between student teachers' perceptions of teacher-centered roles and their perceptions of student-centered roles teaching in the classroom with computers. The student teachers indicated that they would engage teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, results showed that there was a significant difference between the student teachers' teacher-centered computer use and their student-centered computer use during the practicum. The student teachers used the computer significantly more as a teacher-centered tool than as a student-centered tool. (Contains 21 references.) (MES)