The purpose of this study was to determine the relationship among students' reports about their goal orientation, self-efficacy and self-regulated strategy, use and their academic performance in a Computer Literacy course as indicated by course grade. Also investigated were students' reports about their most preferred and utilized study techniques and the techniques they used to monitor their learning in this course. All participants in this study were students in a general studies Computer Literacy course at a large university in the southwestern United States. Three sets of analyses were conducted and results are organized accordingly. The first set consisted of multiple regression analyses examining the Motivated Strategies for Learning Questionnaire (MSLQ) responses and their relationship to course grade. In the second set of analyses, frequencies of responses and the thematic categories to the eight study-habit questions were determined. In the last set of analyses, the students' answers to the selected-response general course questions were analyzed and summarized. Results of this study portray a complex combination of the motivation and learning strategies utilized by college students in a Computer Literacy course. Overall, the results appear to indicate that these students held both extrinsic and intrinsic goal orientations at the same time. (Contains 27 references.) (AEF)