The seeming dearth of computer literacy skills amongst Japanese university students has caused much academic interest recently (see for example Lockley, "JALT CALL J," 7(1):93-103, 2011a; Williams, "Stud Humanit Cult," 14:78-91, 2011; Taynton, "Teach English Technol," 12(1):3-19, 2012). One thing all these studies have concluded though is that students are actually more proficient than they are perceived to be. Whilst these and other researchers have exposed the mismatch between educator perception and student reality, the factors involved are still not fully understood. The central questions revolve around what students are learning in schools before they come to university and the contribution of educational culture. This article seeks answers to these questions to allow a fuller understanding of why this dissonance and misperception of Japanese students exists and to find ways of dissipating it. It furthermore goes on to look at some possible solutions, including the exciting possibilities presented by mobile learning.