This study aimed at evaluating the experiences of Addis Ababa and Awassa non-gow:mment second-cycle primary schools inrnusing computers for supplementing instruction. To realize this, data were collected using series of interviews and anrnobsen'ation coding- sheet. Accordingly, 15 CAl and 15 non-CAl teachers" principals, and 32 studellls (i.e. with a focus grouprnof size 8) in each of the" schools were chosen all based all al'ailability samplillg technique except the students who werernchosen using purposil'e sampling. The researcher too participated in responding in some form .rnThe inten'iew items III/denvellt a tesl for face validil)' and trial all representative sample sllldellts, and the rating scale too wasrnthoroughly lested for item correlation and for its illtemal consistency using Pearson's product- momellt correlation coejJicielltrnformula. Then the actual data from the illterviews were allalyzed using a strategy called matrix analysis. The quantitative datarnwere allalyzed using the F test alld its further technique of allalysis- the Tukey test for comparing the difference among therngroup means.rnIt was found that the Iiule practice of offering CA I in the target schools began in a haphazard way where the schools had madernno or little needs-assessment as to the use of CAl in their scenario. In fact, the schools attempted to manage costprohibitivenessrnusillg the available computers alld the resource persons for their secondary school students. These appeared tornhave somehow deluded the schools and hindered them from considering other low-cost but higlrly effective instructionalrnmediullls, such as audiocasseUes combined with print materials. Of course, the educational software showed big irrelevance tornthe target curricululll in that for example, they failed to take the maturity level of our students into consideration. Even then, allrnthe students and almost all the teachers had an amazingly positive view to CAl.rnThus. it was recommended that the schools make needs assessment first and provide teachers with advallced computer use.rnMOE should work on a policy directed toward the trainillg of competent CAl instructional designers in the teacher educationrninstitutes of the country. Finally, these bodies should not get late in making advantage of the amazingly big interest ofrnEthiopian primary school leamers and teachers to CAl. for improving the quality of education through introducing therntechnology