Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries. Focusing on tertiary education in Tunisia, this article attempts to highlight the gap in knowledge about the effects of ICT on education in developing countries by providing evidence from this region. Using survey data involving 377 college students and teachers, a multilevel analysis was conducted to measure the impact of ICT access and use with other student, university, and teacher attributes that may affect academic performance. The results provided evidence for a distinctive, though negative, effect of ICT on performance. These findings raise questions about the effectiveness of educational policies in Tunisia. The findings suggest also that overall university support is essential in increasing ICT learning impacts.