Technology is central to the daily routine of university life. Yet, without any formal technology prerequisites, students come to college with differing technological skills, stratified by gender, socioeconomic status, and racial backgrounds. Beyond skills, students' varied computing histories can result in a range of technology identities that impact their relationship with technology in their academic, social, and career aspirations. This paper draws from the results of a mixed methods study of undergraduates at a major research university to explore the development and impact of students' technological proficiency on their academic life. The study began with the supposition that schools serving low-income students and students of color provide inferior academic technology experiences for students, inhibiting the development of students' technology identities. The results reveal that university students have deeply integrated the role of technology into their social and academic lives. The data reveals how unequal school computing experiences vary along lines of class, race, and gender. The results from this study point to the urgency in developing K-16 policies that make explicit the academic technology knowledge and attitudes expected of university students, the role of high schools in preparing these students, and the responsibility of the university in supporting the technology needs of its students. (Contains 1 figure and 4 tables.)