The present study investigates the relationship of learning in laptop classrooms and the acquisition of computer literacy. The study was carried out in 13 secondary schools in Germany who had implemented laptop classrooms (grades 8 and 9). The sample comprises 732 students, half of which had used laptops at school for at least one year. The students were questioned about their computer use in school and in their spare time, instructional quality and demographic data. Additionally, they completed a computer literacy test, including items on computer and Internet knowledge, computer-related attitudes and computer-related self efficacy (based on Richter, Naumann & Horz, 2010). The results show that in a technology-rich setting computer use at school impacts computer literacy to at least the same amount as computer use at home. Regarding classroom practice, three patterns of computer use were found: a cluster of low use across all applications, a cluster of high use and a cluster of high use with a focus on information processing. Subsequent analyses show that in classrooms with a focus on information processing students scored particularly well on most dimensions of computer literacy.