Generally, the acquisition of computer and IT skills at school is assumed to be less effective than their acquisition in the home environment. However, it is the role of public education to ensure that all students have equal access to educational opportunities regardless of their socio-economic circumstances or other disadvantages. Therefore, incorporating computer and IT literacy into the school curriculum is essential for preparing students for today’s technology-driven society. The absence of more specific data on computer and IT literacy within existing studies hinders our ability to draw conclusions about the role of the school education system in the development of computer and IT literacy in students. This paper examines the students’ opportunities to acquire computer and IT skills and knowledge as well as students’ attitudes towards new technologies and data on computer-related self-efficacy. Conclusions are drawn on the basis of secondary analysis of data of almost 30 European countries revealed in international comparative studies, e. g. OECD-PISA 2009 for secondary school students, and IEA-PIRLS 2006 for primary school students. Results of these studies provide a starting point for discussion on the necessity of new approaches to current and future research regarding computer and IT literacy.