Educational accountability is continuously connected to an array of resources in the education setting. Library resources are keynote for provided the necessary resources for learning. While accreditation requirements have spawned increased levels of library resources and funding for such investments, many colleges have subsequently introduced library orientation programs for all students. Such programs are intended to further the transfer of resource usage throughout student life and beyond. With the computer being a noted link between the available library resources and the success of these programs, it is necessary to investigate student computer self-efficacy as a component of library orientation effectiveness. The descriptive study examined the computer self-efficacy of a purposive sample (n=357) of beginning community college students (N=5000) who had library orientation training. With such a probe of students, a foundation is provided for educational personnel to determine the successes of library orientation effectiveness and indications of the most appropriate development library initiatives for the beginning community college student. The ANOVA model of age, gender, computer usage, previous computer training, and library orientation were significant in determining computer self-efficacy. Conclusions and recommendations are provided for successful library orientation preparation. (Contains 1 table.)