While research has identified various personality and demographic characteristics that appear to be associated with a variety of activities related to the use of digital technologies (e.g., Biner, Dean & Mellinger, 1994; Biner, Summers, Dean, Bink, Anderson & Gelder, 1996; Black, 1992; Clark, 1993; Figueroa, 1992), little is known about how conceptions of self might influence the use of digital technologies in a learning environment. (Benson, Haney, Ore, Persell, Schulte, Steele & Winfield, 2001). This paper is the first empirical attempt to understand this relationship. Using a sample of undergraduate students (N = 447) and faculty (N= 203) from two public universities in the United States, we examine how students' and faculty's conceptions of self affect the desire to use and success in using digital technologies in a university environment. Using Identity theory (e.g., Burke & Reitzes, 1991; Stryker, 1980), to test 4 hypotheses, regression analyses indicate that conceptions of self are correlated with the desire to use and the success in using digital technologies. These findings may help to inform policies concerning the use of digital technologies in learning environments as well as suggest new hypotheses for further exploration of this relationship. (Contains 6 tables.)