The purpose of this study was to investigate whether relationships existed between the degree of computer self-efficacy of examinees and their performance on the computer-based 2014 General Equivalency Diploma (GED) exam. Recommendations for both research and practice were made that addressed potential challenges. The study was developed based on the concerns from the GED community regarding computer-based testing and how it may effect student performance. The study was conducted at two technical colleges in Georgia and used a convenience sampling process to gather 100 surveys and 15 interviews from first time computer-based GED examinees. Data were collected using the Computer Self-Efficacy Survey for Adults, created by James H. Brown, and interviews conducted by the researcher. Descriptive statistics, an analysis of variance (ANOVA), factorial analysis of variance tests, and interviews were used for data analysis. Social Learning Theory, created by Albert Bandura (1971), was used for the research study’s conceptual framework to explain an individual’s perception of his or her ability to use a computer. Overall findings from the statistical analysis of this study indicated that examinees who had a higher sense of computer self-efficacy scored higher on the Reasoning Through Language Arts and Science sections of the GED exam. Significant relationships were also found to have existed when comparing the examinees’ age and socio-economic status. Younger examinees had higher GED exam scores and reported a higher sense of computer self-efficacy than did the older population on the Reasoning Through Language Arts and Science sections of the exam. For the same sections, individuals who reported a higher annual household income also scored higher on the exams and had a higher sense of computer self-efficacy. Overall males scored higher on Reasoning Through Language Arts and Science, but there was not a significant difference in the scores. Interviewees felt comfortable taking the exam on computer, did not experience anxiety or uneasiness, felt confident in their abilities to use a computer, and did not feel they needed to become familiar with the computer prior to taking the exam.