The present study examined the relationships between the trainees' pre-training self-concepts and their post-training computer skills learning outcomes in a 15-week training programme for 31 persons who have physical disability. Results showed that pre-training general and specific self-concepts have statistically significant main effect on their computer skills learning outcomes. The results might suggest there is a causal dominance of self-concept over skills achievement; specific self-concepts are effective predictors of computer skills learning outcomes of persons with physical disabilities; and positive self-concept acts as a buffer to challenging life experiences.