This paper describes the problems and successes associated with the introduction of a compulsory computer literacy course to approximately 600 professional year students in the Faculty of Education Department at the University of Calgary (Alberta, Canada) during the fall 1984 and spring 1985 semesters. The events leading up to the introduction of the course are explained and descriptions are provided of problems encountered in implementing the course, including budget restrictions; insufficient staffing for course development; lack of available hardware and software; scheduling of professional year student classes; and limited classroom space. On the more positive side, the staff felt that that most course objectives were met, and the majority of students gave the course a favorable rating. It was concluded that: (1) the course should be piloted; (2) instructors must be prepared to spend a great deal of time for teaching and evaluating the course; (3) the course could be used for operational research; (4) the programming component should be reduced and more computer literacy content included; (5) learning theories should be used in course development; and (6) instructors should be prepared to be in a constant state of change. Data for the two semesters are compared for three dimensions of the evaluation: the time allotments for specific topics covered, number and weighting of assignments and examinations toward the grade, and student ratings of the course. A six-item bibliography is provided. (DJR)