The predictors of students' completed and planned enrollments in college level computer courses were examined. A total of 195 college freshman and sophomore students (102 females and 93 males) who were enrolled at a large land-grant university in the southern region of the midwestern United States completed instruments measuring computer attitudes, computer attributions, and selected personal demographics. The Computer Attribution Scale and the Computer Attitude Scale were used. Results of a stepwise multiple regression analysis and simple correlational analyses indicate that perceptions of the usefulness of computers in future educational and career plans, self-evaluation of one's own computer proficiency, failure-task attributions, and the stereotyped view of computers as a male domain combine to function as significant predictors of enrollment in computer courses. The inclusion of the computer attitude of stereotyping computers as a male domain serves to control for irrelevant variance in the criterion variable of enrollment in computer courses. Furthermore, students who do not stereotype computers as a male domain tend to also have the attitude that computers will be useful to them in their education and careers. Two data tables are included. (Author/TJH)