For Canada to compete effectively in the digital world, beginning teachers need to play an important role in integrating computer technology into the curriculum. Equipment and connectivity do not guarantee successful or productive use of computers in the classroom, but the combination of the teaching style and technology use has the potential to change education. In this research, the computer self­-efficacy beliefs of 210 preservice teachers after their first practice teaching placements were examined. First, the quantitative component of the study involved the use of Computer User Self-­Efficacy (CUSE) scale where students' previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have statistically significant effects on computer self-­efficacy. Second, the qualitative data indicated that society and school were the most positive factors that influenced preservice teachers' attitudes towards computers, while the family had the highest percentage of negative influence. Findings reveal that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores.