With the introduction of the personal computer as a commodity item, many institutions have committed large capital investments to infrastructure and equipment to evolve into technology-oriented campuses. Those levels of institutional investment may not be matched by the performance capabilities of adult students attending such institutions. This study explored that phenomenon in an accelerated degree program at a Midwestern liberal arts college, with findings indicating reluctance among males to ask for assistance with PC problems and that writing skills were more developed as students progressed through the college experience using IT. Furthermore the study found the household income among participants to be in excess of statewide median income levels reinforcing the link between demographic variables and adult student computer fluency.