The article explores contradictions in teachers' perceptions regarding the place of computer technologies in education. The research population included 47 teachers who have incorporated computers in the classroom for several years. The teachers expressed positive attitudes regarding the decisive importance of computer technologies in furthering teaching, learning and their professional advance. However they mainly incorporated basic computer applications in their teaching, and hardly utilized computer mediated communication. It was further found that most teachers are convinced that meaningful learning can be attained without the need for computer technology. This position, together with the partial use of these technologies, exposes a rooted attitude according to which the teachers do not believe in the pedagogic advantages of computer technologies. The contradictions in their perceptions inhibit the process of change in attitude needed for the full assimilation of computer technologies in education.