The 21 century has seen great advancement in learning technology.Modern and complex e learning gadgets have been introduced into the classroom.Many countries in the world have adopted the use of technology in all learning environments.Frequent use of computers can increase an individuals computer self efficacy.There are many factors that either hinder or encourage the use of computers among third world college students.The current study explores computer self efficacy among college students in Zimbabwe.The main purpose of the study sought to estimate the prevalence of computer anxiety and delineate attitudes towards computer use among college students.The technology acceptance model guided this study.The computer self efficacy scale was administered among 800 Zimbabwe college students across faculties.The investigation adopted a descriptive study design,utilizing a quantitative methodology.Stratified random sampling was employed across faculties.The main conclusion was that most students experience low computer self efficacy.Students computer attitudes were observed to be associated with several independent variables which included among others age,sex,student level,faculty,college and socioeconomic status. The study recommended the adoption of more programs like the one laptop per child and if backed by continuous support, monitoring and evaluations,such programs can improve computer appreciation in the developing world.