For years, schools across the nation have been joining the technology revolution. Today, students have at least some form of technology available to them in school (Roblyer, Castine, andamp; King, 1993; Croxall andamp; Cummings, 2000). This trend is not likely to change, so there is an increasing need for teachers who are literate in the use of the various types of technology. The purpose of this study was to determine if a relationship exists between computer literacy and use of technology, as well as if a relationship exists between teachers access to technology and their use of technology in Family and Consumer Sciences Education classrooms in the state of Kentucky. Teachers were presented with statements regarding computer literacy, access to technology, and use of technology. It was concluded that, when compared to Daviss Conventions for Correlation Coefficient, computer literacy and use of technology had a substantial relationship, while access to technology and use of technology had a moderate relationship.