This paper reports consequences of our design project to support an elementary school to introduce computer-based education into it. In the project, support-team came from outside of the school helped a teacher to be a local expert in the school. Participatory observation and close examination of conversation among project participants reveals that (1) The teacher acquired computer skills and appeared as a computer expert in the school, (2) The teacher failed to be a local expert who helps his/her colleagues to acquire computer skills and use computers in their class activities, (3) Supporters from outside of the school served as good instructors for the teacher. They effectively supported the teacher to be a computer expert, however, they could not fully support the teacher to be a local expert in the school community.