This article analyzes some determinants of gain in computer literacy by 206 male and 207 female high school students enrolled in a required introductory computer science course. Gender, grade, mathematics course type and mathematics section type were all found to be related to gain: males, younger students, students in sophomore and junior college preparatory mathematics, and students in advanced sections of mathematics courses gained relatively more than females, older students, and students enrolled in other mathematics courses or section levels. Access to and experience with computers were generally unrelated to gain in computer literacy.Research on computers in education has focused on how computers are used in schools [ 11 , on the effectiveness of computer-assisted instruction [2,3], and on the effectiveness of computer related courses on computer literacy [4]. No research to date has examined the relationship between the availability of computers in schools and home, student use of computers and student gains in computer literacy. The purpose of the present study is to identify the effects of these variables on student gains in computer literacy.