As universities struggle with resource allocation, our study helps shed light onto what students' perceive as benefits of technology in their learning process. We had the exciting opportunity to compare data collected of undergraduate business students in a small Midwestern university college of business from 2004 to data we collected using a very similar instrument administered in 2014 (in our review we could not find other comparison studies of this nature). The changes in these students' self-efficacy, preferences, and benefits of technology over a ten-year period were very surprising given our current concept of students as "digital natives." We find students have lower computer self-efficacy (CSE) today than students from ten years ago. In addition, our study shows that, while both current and former students consider technology beneficial to their learning process, their preferences have shifted. This study only scratches the surface and seeks first to look at the contradictory and confusing comparison results, the "why" will be addressed in further study.