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Patterns of motivation and social behavior among children working in pairs at microcomputers were investigated over a 4-month period by observing 95 kindergarten students. Students displayed a high level of interest that did not diminish over the course of the study as a novelty effect would have predicted, although on-task behavior and indications of intense interest did decline slightly over time. Students were generally equitable and cooperative in their interactions. Almost no gender differences were evident in either motivational or social behavior patterns. Teachers were equitable in their interaction with boys and girls, and they were more likely to interact with low-achieving students than with high achievers. These results suggest that introducing children to microcomputers at this age might reduce the predominance of male computer use and interest that predictably emerge during the elementary school years.