This paper examines how well teachers are integrating computers across their curriculum. A survey was distributed to elementary school teachers who taught kindergarten through fifth grade (six teachers for each grade, except kindergarten which had three). A total of 60 survey questions measured teachers' impressions of their affect, knowledge, level of computer usage in the content areas, instructional preparation, and school settings. Overall, a majority of the teachers surveyed stated they did not like to teach with technology. Primary teachers have a high level of integration with language arts, science, and math; however, they have a low integration level with social studies, health, art and music. Forty-four percent of primary and 50% of upper grade teachers use the computer for drill-and-practice games. Both primary and upper grade teachers state they have the knowledge to be effective technology integrators. A majority of them blame time as the greatest barrier to their successful integration of computers. Implications for pre-service and in-service teachers and present and future research are discussed. (AEF)