Objective: This study aimed to assess the gap between theoretical knowledge and practical application of computer literacy among first-grade elementary school teachers in Famenin County and to examine its relationship with individual factors.

Method: The present study employed a descriptive-survey design. The statistical population consisted of 384 teachers. Using Tabachnick and Fidell’s (2007) formula and stratified sampling, 112 individuals were selected as the sample. Data collection instruments included the Computer Literacy Questionnaire by Son, Robb, and Charismadjí (2011) and a researcher-constructed 15-item questionnaire (7-point Likert scale) measuring the practical application of technology in the teaching process. Content validity was confirmed through expert judgment and the Content Validity Index (CVI). Reliability was calculated using Cronbach’s alpha, yielding coefficients of 0.86 and 0.92, respectively.

Findings: Teachers’ computer literacy knowledge was rated as satisfactory (mean 34.5 out of 46), while its practical application was evaluated at a moderate level (mean 45 out of 75). A significant inverse correlation was observed between the two variables (*r*(110) = −0.789, *p* < .001). Additionally, age showed a significant inverse relationship, and educational level a significant direct relationship, with computer literacy.

Conclusion: The findings confirm a significant knowledge-practice gap and underscore the need to revise in-service teacher training programs with an emphasis on practical technology integration.