Abstrct The concept of computer literacy refers to an individual’s ability to understand and effectively use digital technologies, while computer competency denotes a higher level of proficiency and practical expertise in applying these technologies. This study aimed to examine the current levels of computer literacy and computer competency among Physical Education (PE) teachers in the Western Province. A quantitative research design was employed, and data were collected through a structured questionnaire administered to 100 PE teachers aged between 30 and 40 years. The questionnaire consisted of five sections: demographic background, use of computer applications, competency assessment, literacy evaluation (10 questions), and factors influencing computer usage. Data were analyzed using the IBM SPSS statistical software package. The findings revealed that computer competency among PE teachers is not equivalent to their level of computer literacy, particularly in application-specific skills. Most teachers reported limited use of a narrow range of software applications, primarily word processing. A majority of respondents rated themselves as competent in general computer knowledge (61%) and internet usage (72%), while 56% considered their typing skills to be good. Only a small percentage reported poor literacy levels, and very few indicated advanced typing proficiency. Social media emerged as the most frequently used digital platform, with 72% of participants engaging with it daily. Additionally, a considerable proportion of teachers reported regular use of email, word processing, and multimedia tools. Despite frequent computer usage, self-assessed fundamental computing skills remain moderate. The study highlights the need for continuous professional development opportunities to enhance technological competence and promote the effective integration of digital tools in Physical Education teaching