The objective of the study was to examine the direct, indirect, and total effects of computer uses on math achievements, by paying particular attention to immigrant students. The study focused on two types of computer uses: computer use for programming and computer use for practice. By using the data from Program for International Student Assessment (PISA) USA, the study employed a path model. The results indicated that immigrant students demonstrated significantly lower mathematics performance than native students. Computer use for programming had significantly positive indirect and total effects on math performance of immigrant youths. However, computer use for practice had significant negative effects on math achievement of both immigrant and native students.