Description: Recent economic policies have catapulted South Africa into globalisation and its accompanying demands for a computer literate workforce. This has led to an increasing awareness that efficient use of computer applications by end users is of enormous strategic value to the organisation in which they function. There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and that these general strategies can in fact be taught to students of diverse backgrounds in a limited time without harming command knowledge. They have developed a framework for teaching such strategic knowledge and have used it successfully in controlled studies with freshman students. The results of these experiments indicate that such an instructional framework enables students to learn strategies for using computer applications efficiently and also has the potential for enabling the transfer of this strategic knowledge across different applications. This paper reports on an investigation into whether such research might be the key to fast-tracking users from technologically poor environments into the mainstream of efficient use of complex computer applications. In order to add qualitative depth to the study, this paper describes the learning environment of the experimental class within an interpretative paradigm using Activity Theory as a theoretical framework Methodology: The experiment was conducted in the context of an existing semester computer skills course for first year Engineering students. One group of students was taught using the instructional framework encompassing most of the components of the strategic knowledge outlined by Bhavnani whilst a control group was taught from scripts identical in content except for the omission of the strategic content. A test specifically designed to provide opportunities for students to use the strategies was administered o both groups at the end of the course. Conclusions: The results indicate that the instructional framework enabled some students to use the strategies effectively and there was evidence of transfer of this strategic knowledge across applications. The students' scores on the computer skills course's regular continuous assessment tasks which test command knowledge indicated that the added strategy content had no detrimental effect on the experimental group's acquisition of command knowledge.