Identifying factors affecting effectiveness of computer training remains a key issue in information systems (IS) research and practice. To this end, the current study builds upon IS and training literatures to develop and test a research model to examine the impact of multilevel computer self-efficacy (CSE) on effectiveness of computer training. The model distinguishes between general and application-specific CSE and posits that both levels of CSE will have positive effects on perceived ease of use, near-transfer learning, and far-transfer learning of computer skills and a negative effect on computer anxiety. The results of a field experiment conducted to empirically test the model revealed that general CSE had positive effects on far-transfer learning and perceived ease of use, whereas application-specific CSE demonstrated positive effects on near-transfer learning and perceived ease of use. The results also showed that general and application-specific CSE had negative effects on computer anxiety. This study provides better insights into the relationships between the two levels of CSE and computer training outcomes and offers valuable research and practical implications.