The present study compared the effects of training method and computer anxiety on learners' computer self-efficacy and learning performance. The study results indicated that the behavior-modeling training method yielded consistently superior performance and higher computer self-efficacy. The significant two-way interaction confirmed the importance of person-situation adaptation. In addition, the adaptation is task dependent. Findings of the study contribute to an expanded understanding of the factors that influence learning performance and self-efficacy and also have important implications for the management of information systems. Future research directions conclude the paper.