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The introduction of Information and Communication Technology (ICT) into the school curricula raised some hopes that it could minimize gender differences in learning. The interactive nature of ICT materials was believed to provide a favorable environment especially for girls to learn. This article reports the findings of the study that analyzed students’ gender differences in learning using computers in Botswana junior secondary schools in the year 2006. Variables considered were usefulness and enjoyment of using computers in learning, anxiety in learning when using computers and interaction among students of both sexes. Data were collected using structured interviews with closed and open-ended questions, and analyzed using qualitative and quantitative techniques. The findings of the study indicated that while gender differences existed in anxiety and usefulness variables, some positive aspects in learning were visible when computers were used. At the end, suggestions on the way forward are outlined.