For six years, a college of health professions at a southern medical university has made student computing an integral component of its academic environment by requiring all residential students to own laptops. While most faculty members have acknowledged that access to a computer is necessary for most students to complete coursework, both faculty members and students have commented that a laptop requirement has its drawbacks. Focus groups, survey, and classroom observation were conducted involving students to examine how laptops have been employed as instructional tools. Results revealed student perceptions of uses, benefits, drawbacks, and ways to improve, and important policy implications are discussed.