Computer self-efficacy is associated with a variety of positive learning processes and outcomes. Despite historical attempts to measure computer self-efficacy, there are severe validity concerns apparent in the literature. In 2014, M. C. Howard developed the Computer Self-Efficacy Scale (CSES) with a focus on general computer use rather than reliance on specific technological hardware. The two studies here employed a non-experimental, quantitative research design with self-report measures. The majority of participants in this study were female students from a Midwestern community college. In Study 1, the reliability and divergent validity of the CSES was tested. In Study 2, the unidimensional factor structure of the measure was supported through confirmatory factor analysis. The findings show additional evidence for the reliability and validity of the CSES with community college participants from the Midwest United States. Based on the results of this research, instructors and researchers may administer the CSES for general assessment and research purposes with reasonable confidence.