This study attempts to analyze student-teachers' attitude towards the use of computers for classroom teaching. Four dimensions of computer attitude on a Likert-type five-point scale were used: Affect (liking), Perceived usefulness, Perceived Control, and Behaviour Intention to use computers. The effect of student-teachers' subject area, years of computer experience and computer competency on attitude towards the computers are also analyzed. The study has adopted "Technology Acceptance Model" as its conceptual framework. Apart from mean analysis, correlation and Multivariate Analysis of Variance (MANOVA) are carried out to elucidate statistical significance of the study variables. Major findings in this study are: (1) Student-teachers are found to have positive attitude towards the use of computers for classroom teaching; (2) Affect dimension of computer attitude is significant for subject area and computer experience; (3) A strong positive correlation between the computer experience and computer attitude was observed; (4) A significant correlation between the years of computer experience, perceived control, and computer attitude was observed; (5) The findings show a significant difference in computer attitude by subject areas: Languages, Science, Mathematics, and Social Studies; and (6) Subject area and computer experience are significantly associated with an overall attitude towards computers. Implications for teacher training and suggestions for further research are provided in this study.