Theoretical benefits and research findings on the use of Microcomputer-based Laboratory (MBL) are considered for using MBL in a way that will be of benefit to students and teachers, and discussed as a whole for further synthesis, including the formulation of a research agenda for future consensus-based action. Based on the findings obtained from a comprehensive review of the literature, using a systematic approach, the uses of MBL were compared and contrasted for advancing understanding of the teaching and learning processes in science and mathematics. A number of benefits were proposed by MBL developers but not investigated by educational researchers. A few research studies considered the following practical aspects raised by classroom science teachers: technical problems of MBL equipment; inaccuracy or incompleteness of presentation; efficient ways for handling class time with MBL instruction; and development of MBL curriculum materials for their own instruction. This lack of research related to the use of MBL in science classrooms resulted in educational research that was neither respected nor utilized by science teachers. Setting a research agenda based on the theoretical benefits and research findings is necessary for the effective use of MBL in science classrooms can help to maximize the prospects for successful school improvement projects while minimizing the innovation-related frustrations of individuals.