There is continued pressure for the application and integration of computer technologies into learning and teaching. For such innovations to be successfully implemented, students themselves must have the confidence, ability, and willingness to engage with computer technology. In some disciplinary and professional contexts such as the arts, humanities, social studies, and education many adult learners are insecure and anxious regarding their ability to use or to learn about computer technology. Traditionally, competency-based or skills-focused training approaches have been utilized to assist inexperienced students to gain confidence with using computers. This paper argues that such approaches do not promote the development of individuals capable of life-long computer learning. What is lacking from such training contexts is a metacognitive dimension, which empowers learners to become more independent in their approach to learning with and about computers in the future. This paper discusses these issues and the potential role of metacognitive theory and reflective learning in re-conceptualizing and redesigning computer end-user learning environments. Reference is made to a current research project, which is investigating the use of metacognitive and reflective learning approaches in developing capable computer users in a particular teacher education program at Southern Cross University (Australia). (Contains 34 references.) (Author/MES)