This study examined the effects of including a technology literacy component in first-year students' programs at a liberal arts college. The program was designed to systematically help students use and critically evaluate the technology and what it can do to enhance the living and learning environment. The study employed a non-equivalent control group design, identifying one treatment group and two control groups from intact classes of first-year students. The treatment consisted of 10 hours of instruction in digital systems and applications. The technology literacy component was taught in a computer lab and was volitional on the part of the student. Topics addressed were: e-mail; word processing (at three levels); World Wide Web; computer basics; Web publishing (at two levels); using Excel; and digitizing graphics. Questionnaires were administered at the beginning and end of the semester to all students. Pre-questionnaire scores indicated few differences between the mean scores for each group. Post-questionnaires revealed consistent differences, with the students in the treatment group having the highest mean scores for reported skills and perceptions. Results indicate the benefits of having a technology literacy component in students' first year of college. (AEF)