The variables that are related to teachers' use of computers were studied using 2 groups: 170 practicing elementary school teachers and 167 undergraduate education majors (preservice teachers). Computer use was classified into nonuse, utilization, and integration using the Levels of Use Scale developed by the author and others. Expectancy was assessed by teacher locus of control and self-competence, with teacher locus of control reflecting teachers' beliefs in their influence over student outcomes. The levels of use reported by practicing teachers differ widely from the preservice teachers' expectations of future levels of use. Preservice teachers overwhelmingly expect to use computers for teaching. Computer use was predicted for both groups by variables that are highly correlated: self-competence and perceived relevance. Because the expectations of computer use by preservice teachers are high, the new generation of teachers may allow the promise of educational computing to be fulfilled. One table summarizes findings. (Contains 24 references.) (SLD)