Two independent samples of students enrolled in a typical introduction to Information Systems course at a Midwestern university were surveyed in 1996 and 2006 to determine if business student computing efficacy changed over this ten-year period. Two computer self-efficacy (CSE) scales were administered to each sample and demographic data collected. The initial analysis of this research in progress data suggests that while students in 2006 report significantly more computer experience, use computers much more frequently, and take significantly more core courses that require computer use, this experience has not translated into significantly higher CSE scores. The implications of these preliminary findings for Information Systems educators are discussed.