This article assesses the impact of a humanistic approach to teaching and learning, the role of an adult educator and student, and the readiness of an adult student for self-directed learning. It also discusses how the learning environment affects the acquisition of personal computer competency. From 1999 to 2006, research was conducted concerning the application of humanistic principles in ICT acquisition by adult students. The research participants included 283 natural science teachers from general secondary schools of Latvia and 221 employees of Lattelecom Ltd. The methods of data collection and analysis of the present study included a pedagogical experiment and the discussion of focus groups, as well as quantitative and qualitative investigation. Analysis of the quantitative data was carried out by using the SPSS 12.0 (Statistical Package for Social Sciences) programme, which includes the method of Crosstabs, the one-sample Kolmogorov-Smirnov test, the Mann-Whitney method between two dependent variables, the chi-square method, factor analysis with Varimax rotation, and Cronbach's alpha test. Four types of computer users were identified: initiator, follower, avoider, and antagonist. The acquisition of computer literacy and computer competency is a long-term process during which teachers pass through different stages of development: entry, adoption, adaptation, and invention. The majority of teachers who use computers are in the adoption stage.