Accepting the image of computer technology as incompatible with women reinforces the long history of women's disassociation from technology. In terms of both literacy and computer technology, women's stories are not being told. How female re-entry students in a two-year college experience computer literacy and technology and what their expectations are concerning literacy and computer literacy are examined through case studies of three women in their first semesters at a technical college in Wisconsin. Data came from interviews and conferences with the subjects, oral narratives they constructed, observations, and documents (including writing samples). The experiences of the three participants indicated that there was a relationship between the accepted institutional literacy discourse and computer literacy. The literacies stressed by the college were also shown in the types of computer literacy emphasized, but the subjects were ambiguous about these literacies and saw them as very separate from the rest of their lives. These women perceived a necessity to be computer literate, but had no very clear idea of what constituted computer literacy, although they seemed to define it as literacy on functional or occupational levels. They usually saw themselves as less skilled than they actually were. (Contains 37 references.) (SLD)