This study examines the influences of learners' characteristics on the development of computer self-efficacy using the GOMS (goal, operators, methods, and selection rules) model. Students' learning style, prior computer course experience, and computer self-efficacy were measured in the pretest, and computer self-efficacy was measured in the posttest to examine the development of computer self-efficacy during the fall of 2001 in a computer introductory course in a non-traditional Taiwanese University. Results indicate that there were statistically significant effects of learning style and prior computer course experiences on computer self-efficacy. The follow-up analysis revealed that the Converger learning style students (abstract learners) outperformed other learning style students (concrete learners). Furthermore, a positive linear relationship was found between computer self-efficacy and the number of prior computer courses taken, which indicates that the more courses students had taken, the higher the level of computer self-efficacy the students developed. The result did support the GOMS model as a useful theoretical model to improve the computer literacy instruction.