The availability of microcomputers and specialty software has dramatically changed the classroom instruction in many areas of business education. In this study, the authors investigated the effectiveness of the technology-enhanced instruction in their classrooms, where they had successfully integrated the use of technology in their courses. The instruments of the experiments were a survey to derive a computer comfort scale and an Excel-based assessment to determine computer proficiency. The analysis shows that increased comfort levels (i.e., decreases in apprehension as well as increases in enjoyment and confidence) relate positively to an objective skills-based computer-proficiency test as well as subjective self-reports of computer expertise. (Contains 4 tables.)