This study focuses on visual creativity and how it can be supported with computer technologies and thereby be used to support learning and instruction. However, studies related to computer-enabled visual creativity have not been frequently explored. As such, the current research proposes a model consisting of four major factors: (a) computer-aided visual art self-efficacy, (b) computer self-efficacy, (c) general creative self-efficacy, and (d) visual creativity. The aim is to explore the causal relationships among these factors so that they can then be used to support creativity, especially in the context of learning and instruction. To test the proposed model, this study firstly collected a total of 736 responses from an American public university to construct a scale using exploratory factor analyses and confirmatory factor analyses for three factors: (a) computer self-efficacy, (b) computer-aided visual art self-efficacy, and (c) general creative self-efficacy. Later, 164 responses were collected to analyze those hypothesized predictors of visual creativity and their relationships using structural equation modeling with M"plus." The results of the study indicate that computer self-efficacy was a significant predictor of computer-aided visual art self-efficacy, which in turn was a significant predictor of general creative self-efficacy. General creative self-efficacy, in turn, was a significant predictor of visual creativity. Finally, the study yielded a significant indirect effect of computer-aided visual art self-efficacy on visual creativity as mediated by general creative self-efficacy. Implications for learning and instruction are discussed as well as future studies to further research to develop relevant models of visual creativity in support of learning.