This report describes the Remote School, a "center for student leadership" in the high country of the Victorian Alps (Australia), and presents findings from an ongoing evaluation. This state-supported residential program addresses the needs of year-9 students on the threshold of adulthood and seeks to harness their energy in positive ways. The school serves only year-9 students during a one-term (9-week) residential program. During the term, a mixed-gender group of 40 students undertakes an experientially based curriculum designed to stimulate leadership ideas and ideals that support enhanced self-concept development. Teams of students design community service projects to be completed on return to their home communities. A key program feature is the use of laptop computers and the Internet to enhance learning. Evaluation findings presented here focus on technology use and student self-concept. Teacher and student surveys covered (1) teachers' use of various learning technologies, confidence with the technologies, and related professional development needs; (2) students' use of computers and the Internet in school, daily engagement in various types of technological activities, attitudes toward computers, and confidence in own abilities to use computers and to teach others to use them; and (3) students' self-efficacy and self-evaluation with regard to 18 "enterprise capabilities." (SV)