The computer has been in the world's mathematics classrooms for some period of time now, but with varying degrees of implementation in the promotion of student learning. In this paper we describe longitudinal research over seven years which has investigated how primary school teachers actually make use of computers in their mathematics classroom, and what they perceive to be the major obstacles to improving or extending such use. The results show that while there are now many more computers available to primary teachers and there is some change in the software used, there are still a number of key barriers to increased use of computers as mathematical learning tools. (Contain 1 figure and 4 tables.) [For complete proceedings, see ED500860.]