In this chapter, the authors attempt not only to discern aspects that relate to age, place, and the amount of time devoted to playing computer games in adolescence, but also to study content characteristics of their attitudes such as: the developmental dynamic in the change of their genre preferences in computer games, changes in factors that motivate students to engage in game-playing activity; characteristics of their emotional states in the process of game playing; and the after effect produced by playing computer games. To enable the authors to carry out a comparative analysis that is reasonably correct, they singled out three subgroups of respondents: (1) Those who use a computer at home practically every day; (2) Those who go to a computer club practically every day; and (3) Those who use a computer at school practically every day. The authors made use of today's generally accepted classification of computer games, taking account of how they are viewed in the subculture of computer-game players. The authors singled out the following eleven genres of computer games: (1) Action; (2) 3-D Action; (3) Simulator; (4) Arcade; (5) Strategy; (6) RPG; (7) Adventure; (8) Quest; (9) Sports games; (10) Table games; and (11) Learning games. Findings of the study reveal that during adolescence playing is manifested as a cultural phenomenon in which the motives of achievement and self-assertion characteristic of that age are played out. In other words, play is linked organically to the fundamental psychological new formations of adolescence and young adulthood. (Contains 3 figures and 1 table.)