Studies have suggested that students' computer attitudes are related to their success in learning to use computer technology. The current study investigates how positive attitudes are "transferred" into higher learning achievement, and determines an intermediate variable between computer attitudes and computer learning and achievement--time spent on learning technology. Participants of the study are 609 teacher education students. Data analyses results demonstrate that (a) four computer attitude variables (enjoyment, motivation, importance and freedom from anxiety) have linear relationships with time, and (b) time has a linear relationship with computer achievement, suggesting that computer attitudes influence computer learning mediated by time. The design method of this study demonstrates research strategies to detect intermediate variables as well as complex relationships in the field of education.