The purpose of this study is to find out the level of cyberloafing behaviors of the students in information technologies (IT) classrooms; and to examine the relationship between cyberloafing behaviors and the psycho-social perceptions, attitudes and motivation for the courses and learning strategies. Correlational method was utilized; and structural equation modelling is applied to analyze the data. The study was carried out with the students who take Computing I course in the IT classroom. Data were collected from 607 university students by utilizing five self-report instruments: 'demographic information form', 'cyberloafing activities scale', 'what is happening in this class? questionnaire', 'attitude to computers and computing courses questionnaire' and 'motivated strategies for learning questionnaire'. The results demonstrate that students' cyberloafing behaviors are influenced by their psycho-social perceptions, attitudes and learning strategies. However, the results demonstrate that students' cyberloafing behaviors aren't influenced by their motivation for the courses. Further research studies and implications are presented and discussed.