How best to introduce computer mediated communication (CMC) technology to kindergarten through grade 12 educators was studied in Maine. Faculty from the University of Southern Maine (Portland) offered a 1-week institute in global computing as part of a 3-credit graduate education course. Participants had the entire semester to develop and implement class-based global computing projects. They were expected to communicate with university project staff 10 times during the semester through electronic mail logs. Participants were 35 elementary school and secondary school teachers, librarians, computer coordinators, and administrators, of whom 22 completed questionnaires at the final meeting. Six examples of participant projects are given. Findings indicate that some participants gained enough knowledge and confidence to introduce skills and concepts in their classrooms. The difficulties that prevented many participants from completing their projects were identified. The most noticeable was the anxiety many students displayed at the initial workshop. Several technical problems surfaced related to mainframe use and user support. It was apparent that both the university and the public school systems were not yet prepared to facilitate the entry of these educators into the world of CMC. Seven tables present study findings. (Contains 11 references.) (SLD)