This study compared the effects of two training methods--instruction-based and behavior modeling--on learners' computer self-efficacy and performance in World Wide Web home page design. A field experiment was conducted with two classes of 10th grade students. Results indicated that the behavior modeling training method yielded consistently superior performance and higher computer self-efficacy as compared with the instruction-based approach. However, results also showed that gender and learning style played critical roles in training method effectiveness. In terms of performance, results showed male students as benefiting more from the instruction-based approach and female students more from the behavior modeling conditions. For self-efficacy, results showed females gaining more from the instruction and males benefiting more from behavior modeling approaches. (Contains 40 references.) (AEF)