The role of the specialized high-school computer teacher is challenged by both students' and non-computer teachers' growing expertise in computers and technology in general. It is also challenged by a need to keep pace with a field that is constantly changing. Yet, few studies have investigated the complex variables that may affect computer teachers' computer-related performance. This study investigated the relationships between multiple variables including demographics (gender, computer experience, etc.), global self-worth, computer self-concept, computer attitude and achievement. Data collection relied on a survey of 400 pre-service, high-school computer teachers. Implications point to the potential value of opportunities in computer-teacher education for teachers to reflect on the personal characteristics such as attitude, self-concept and affect that may potentially influence their behaviour and experiences as computer teachers.