Fifty-nine students placed in classrooms for the educable mentally handicapped were interviewed to obtain information regarding the nature and characteristics of their attitudes and attributions to attitudes regarding computer use in school settings. A structured interview technique using non-directive probing was employed. The results indicate that students hold a variety of complex beliefs and opinions about their use of computers. Attributions articulating students’ attraction to computers, feelings of confidence and self-esteem, and learning and mastery, were favorably observed. Issues relating to students’ perception and interpretation of feedback, and the use of computer activity to counteract negative attitudinal and motivational effects, are proposed. Implications of these findings are discussed.
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