Two research studies were designed to examine computer anxiety in teacher education students at West Virginia University. The studies explored the relationship between computer anxiety and performance, and the effects of both prior computer use and the instructional format on computer anxiety and performance. The first study was performed as part of a 6-hour, 1-day workshop designed to familiarize students with computer terminology, uses, and introductory programming. Fifteen participating students completed a computer anxiety instrument based on the Spielberger Self-Evaluation Questionnaire, and gave general background information including amount of prior computer use. Performance was measured on a 50-item, written, fill-in-the-blank test given at the end of the workshop. Results indicate that, although prior computer use does not affect computer anxiety or performance, instruction is effective in reducing computer anxiety. The second research study replicated the first precisely except that the 6-hour workshop took place in 2-hour blocks over the course of 3 consecutive weeks. Results indicate that the expanded instructional format did not significantly affect either computer anxiety or performance. A discussion of both of the studies concludes the paper. (12 references) (DB)