Accepted: Advisor

Computer anxiety remains a significant problem despite the widespread use of technology. Computer anxiety among preservice teachers is especially problematic because it reduces the effectiveness of computer education and leads to insufficient computer skills and confidence for teachers to integrate computer technology. This study focuses on the influence of sociocultural factors on computer anxiety in a select group of preservice teachers. Literature describing the sociocultural factors influencing computer anxiety using qualitative research methodology is limited. Sociocultural theory, first advanced by Vygotsky (1978), provided a framework for developing questions that focus on how sociocultural factors influence computer anxiety. Using case study research methodology, one main research question and three sub questions were examined: How are typical preservice teachers in a Midwestern metropolitan university with computer anxiety different from those with no computer anxiety and why?, (1) How do preservice teachers with computer anxiety compare to preservice teachers wit