The manifest popularity of computer games for many children has led to speculation about the meaning and effects of their use. However, research has yet to provide an adequate picture of the social characteristics of computer game players. This article, based on a large-scale study of Flemish 10- to 11-year-olds, is intended to sketch a profile of the computer game heavy user. The results indicate that heavy use of computer games is associated with negative rather than positive outcomes in terms of academic achievement, self-esteem and sociability. Finally, a LISREL model is tested which assesses the contribution which school-related factors, in interaction with gender and socioeconomic status, make in accounting for the varying amounts of time children spend playing computer games.