Several researchers have stated that male and female students have different microcomputer experiences which result in qualitatively different computer literacy. Data suggest that differences may result from different guidance to the student from family and school. A descriptive study was undertaken to discover the information resources and influences with whom or with which business education students interact concerning microcomputers. High school students (N=526) from 26 business education classes in 11 southeastern Michigan schools responded to a survey on background information, persons with whom they discuss microcomputers, persons who have influenced them, and kinds of sources they would prefer to seek given specific microcomputer related tasks. Analysis of responses supports the gender differences identified in the earlier literature. While students of both genders reported favorable attitudes toward microcomputers in general, they differed in their communications about microcomputers. More male students reported that persons were general contacts and significant influences than did female students. Female students reported talking about computers equally to men and women, while male students reported that four-fifths of their contacts were male. Nearly one-half of the contacts reported by males were friends, with family members making the next largest group. Female students reported family contacts more often than they did friends. In regard to non-personal resources, female students were more positive than males toward the use of visual materials, while male students were more positive toward reading than were female students. These findings suggest that, although students in general appear to have the necessary confidence and interest in using microcomputers, they may need help in developing wider sources of information in order to succeed. (Author/NB)