The use of technological tools in traditional education has advanced teaching and learning in the area of education globally. This study explored the gender, student’s prior knowledge in the use of Computer Based Technology (CBT) and classified the CBT skill level of students in selected Nigerian Universities. A descriptive survey research design with the use of mixed-methods was adopted and 3,000 undergraduate students received questionnaires. A total of 2,327 valid questionnaires were returned and used for the data analysis. A sub sample valid returned questionnaire participated in an in-depth focus group interview. The results revealed that females were marginally more interested and willing to use CBTs (50.9%). Additionally, students with greater prior knowledge in the use of CBT were most motivated to engage in blended learning (65.5%). Challenges were identified and included - computer laboratory were not accessible and there was power outages on campus, which prevented access to the internet. Consequently, students had to rely on their personal computers, mobile phones and data purchases, as well as cybercafés. While many students expressed dissatisfaction with this situation, they were at least able to develop their skill level and complete online assignments. Those without access to personal resources were placed at a major disadvantage. It was recommended that University Management should ensure that all students have access to up-to-date CBT facilities with back-up power supply and a conducive environment where they can develop the skills needed. The use of CBT should be integral to teaching and learning in all Nigerian universities.