In this research we examined relationships between IT use and children’s academic performance. Gender, race, and income were also considered. IT use was operationalized as frequency of Internet use, videogame playing and cell phone use. Academic performance was operationalized as GPAs and performance on standardized tests of reading, mathematics and visual-spatial skills. Participants were 482 children, average age 12 years old. One-third were African American and two-thirds were Caucasian American. Results indicated that greater Internet use was associated with better reading skills, but only for children initially low in reading skills. Videogame playing was associated with better visual- spatial skills but also with lower GPAs. Gender, race and income were related to both IT use and academic performance, but not the relationships between the two. Conclusions regarding the complexity of relationships between IT use and academic performance are discussed.