New communication technologies, such as computers, are particularly beneficial to several development initiatives including education. In an attempt to ascertain the feasibility of successfully diffusing computers in classrooms in Trinidad and Tobago (T&T), this article examines the relationship between the independent variables of teachers' attitudes toward computers and perceived innovation characteristics, and the dependent variables of teacher satisfaction and utilization. The results underscored the importance of attitudinal and perceptual factors to the successful implementation of computers in the classroom. Specifically, the findings have policy-making implications regarding the government's campaign to implement educational computing throughout the educational system in T&T.
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