This paper examines the relationship between previous computer exposure, past academic achievement, time spent on homework, and performance in a course teaching computer literacy by means of an exploratory study using undergraduate management students. The results show that mate students with low past academic performance can gain most from previous computer exposure. Furthermore, female students are benefit more from an extra effort into the microcomputer course than having previously attended a course teaching traditional computer literacy. Females appear more effective in transferring time spent using the equipment into better performance than their male peers are, thereby closing the performance gap to their higher achieving peers of the same sex faster than do males do. The implications of the results for training and future research are discussed.