Previous research revealed a reduced number of female students registered in computer science studies. In addition, the female students feel isolated, have reduced confidence, and underperform. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on Kelly's (2008) three levels of digital divide (resources, instruction, and culture specific knowledge), we explored gender specific challenges for each level. The research shows that, while the first level of digital divide is difficult to detect and the second layer is easily detectable, the third layer of digital divide is particularly pervasive and has a disconcerting outcome.