This study investigated elementary teachers' personal experience with computers in classroom instruction, identifying key causes of comfort or discomfort with computer use in the classroom. The study involved 10 elementary teachers who were part of a larger study on the same subject. In that larger study, researchers collected demographic data and examined teachers' experience and interest in instructional computing, computer training and knowledge, comfort level in using computers for teaching, and actual computer use in classroom instruction. Based on teachers' scores, 10 teachers were selected for interviews to investigate the causes of their comfort or discomfort. Five teachers who scored high on the survey were called the more comfortable group, and five teachers who scored low on the survey were called the less comfortable group. Data analysis indicated that both high and low scoring teachers embraced the use of computers to enhance student learning, and all wanted to be competent in their use. Those identified as less comfortable tended to prefer network computers, while those identified as more comfortable preferred stand-alone computers. The less comfortable group mentioned class load and time management as two barriers to implementing computer assisted instruction in the classroom. (Contains 31 references.) (SM)