This study investigated the effects of course structure variables on the computer anxiety, confidence, and attitudes of college students. Course structure variables include the number of weeks the course met (course length) and the number of meetings per week (course frequency). The effects of differences in instructors' use of anxiety reducing strategies as reported by the students were controlled by statistical analysis. Differences in course structure had significant effects only on students' computer anxiety. Student computer anxiety in courses that met more times per week and for a longer time period was reduced to a greater extent. Computer confidence and attitudes were not differentially affected. (Contains 10 references.) (Author)