Computer Mediated Conferencing (CMC) courses are attracting students with weak computer communication skills. This document describes a study which examines the outcomes for such students when they enrolled in a CMC course that required high levels of peer interaction. It was anticipated that students with weaker skills would miss important instructional events, have lower levels of task-relevant contributions, have less influence on group products, and engage in less demanding learning activities. In fact, lack of technical skill had only a marginal effect on participation, much less than gender or prior knowledge of course content. The generalizability of this good news is limited by several contextual factors, including student maturity, the provision of a CMC coach, the ethos emerging from the structure and content of the course, and the low skill threshold required for participation. (Contains 3 tables and 34 references.) (Author/BEW)