Undergraduate use, their confidence toward and expectations concerning learning from computers was surveyed over five consecutive years. Significant effects over time were found, with students from 2003 demonstrating more years of computer use and greater confidence, but no difference in hours of use. This suggests long term familiarity counts more than current usage in developing confidence. In order to relate computer confidence and expectations to actual learning performance, data from a second study is presented. This showed that higher computer learning expectations and confidence were associated with higher levels of learning as measured by correct scores. These findings suggest strong relationships exist between computer use, confidence and expectations, and that higher levels of which may lead to better learning performance.