As new information technology became more prevalent in more sectors of society and industry during the 1970s and 1980s, people were confronted with new skill requirements in their professional as well as their personal lives. The concept of computer literacy as the basic skills and knowledge needed by everyone to participate fully in society and the economy became increasingly relevant to governments, educational policy makers and educators across Europe. However, historical sources point to a plethora of different understandings and wordings of computer education and computer literacy, as well as an abundance of different pedagogical approaches to the introduction of computers into the classroom. Similarly, existing literature highlights the involvement of various interest groups in the introduction of computers in schools, including students, parents, teachers, educators and policy makers, as well as manufacturers and vendors of computer technology. Exploring the history of how computers have entered the classroom in Europe through national and transnational case studies can shed light on the different facets and dynamics of the introduction of computer technology in education and, in particular, how different stakeholders and coalitions have negotiated and shaped this process.