What do teachers really want from the computer? What factors influence their opinions? This paper is a compilation of three independent studies of educators'perspectives on computing which show certain common points ofinterest. In using software within the curriculum, teachers favor a variety of materials ranging from the highly creative and open-ended to the more pedantic and highly-structured. Questionnaires need not elicit many details regarding respondents' areas of specialization and academic background, but should survey breadth ofeducational computing experience. Teachers show creativity when given an opportunity to express it. An instrument for further study is suggested. (Keywords: attitudes toward computing, teacher attitudes.)For almost twenty years, the perspectives of educators regarding computers have been described and prescribed. Stevens (1980Stevens ( , 1982 has assessed the changing knowledge and attitudes of teachers, teacher trainers and student teachers. Moursund (1979) has identified 25 problem areas including shortages of appropriate software, courseware and trained teachers. Roblyer (1981) has provided a model in which teachers might be trained so that they may become instructional designers of courseware. It is teachers, after all, who will design, or at least select, courseware and applications. It is time that the specific question of teacher perspectives as they relate to courseware/software be addressed. Courseware developers and those designing software in order to aid courseware development must be ready to respond to (or change, where necessary) what teachers want. The perspectives presented in this paper are drawn from three independent studies which have implications for educational computer coordinators,