This study is about a community computing lab established by a U.S. Department of Commerce grant to bridge the Digital Divide in a rural Arizona American Indian community, a project called "Native Connection" (a pseudonym). This paper describes the process of integrating new literacies associated with a high-tech computer lab into the life of a small traditional community. Cultural Historical Activity Theory frames the dynamic interconnected elements of the lab: the participants, their purposes, the tools, and the community. Data were collected via questionnaires, interviews and participant observation over most of the year. Findings demonstrated a steady increase in attendance and acceptance of the lab as part of the neighborhood, growth in after school lab activities of youth, and the beginnings of new literacy learning by lab users.