The use of computers in school is an important facet of education. A great deal of money is being spent and a great deal of lip-service is being paid, but does it really amount to anything? One metropolitan Perth High School has a school priority of computer literacy. The idea is to give students the maximum opportunity to become computer literate. Is it working? This study examined the student population at this school to determine the amount of access it has to computers. It also determined whether there were any gender issues associated with access. It also ascertained the attitudes of the staff to computers to see whether this had an effect on how they employ computers in the classroom. The aim of the study was to complete a thorough situational analysis in order to establish a range of strategies that could be employed to ensure that computer technology is a fundamental aspect of the school culture. All students at the school were surveyed to determine their access and to see if there were any gender equity issues. All staff were also surveyed to measure their attitudes to computers using a recognised attitude scale to determine whether there was any correlation to attitude and employment of computers in the classroom. Finally, each of the individual departments were questioned to determine how they were addressing the school priority of computer literacy and what problems they were encountering. The results showed that more than 80 percent students, had access to computers at home. At school, no gender equity problems were apparent. Staff had a less than 60 percent rate of access to computers. Those that didn't have computers had a much higher level of anxiety and apathy towards computers than those who owned them and were therefore less likely to use them in a classroom setting. Departments reported that there was fundamentally a lack of time and resources preventing them from addressing the school priority. There wasn't enough money to buy computers and not enough time to become familiar with software. Nor were there enough resources to ensure that staff were receiving sufficient professional development to learn new ways to employ computers in the classroom.