This paper addresses primary objectives related to the design and execution of an instructional computing literacy curriculum for the fourth-year undergraduate teacher education major. The first objective discussed is the presentation of a rationale for providing computer literacy training in a preservice environment, as opposed to an inservice orientation. A discussion is presented on four distinct approaches to the provision of a continuum of computer literacy experiences: (1) the half-day, 3-hour awareness session; (2) the 1-day, 6-hour practicum session; (3) the 3-day, 18-hour developmental session; and (4) the 12-week (quarter or semester) incorporation session. Suggested instructional objectives syllabi and time-schedule outlines for each of these four approaches are offered and their sequences illustrated. Areas of training needs (e.g., system components evaluation and selection, the computer in instruction, etc.) are identified and their respective foci of instructional activity are enumerated. (Author/JD)