We live in a 21st century world in which advances in technology have almost become a daily routine, so it is inevitable that people from all walks of life are greatly affected by these changes. Parallel to these developments, societies need education systems to prepare students who *are* better equipped to deal with challenges of learning and those of knowledge dissemination in an age of information and technology. With the advances1 in technology occurring with the blink of an eye, students’ competence in digital literacy and related concepts such as computer, information, media and technological literacy should come to the fore for researchers interested in these literacy roles in schools. To help prepare students for an increasingly information-based world, developing students' literacy should be a major objective of the curriculum researchers. This study aims to explore high school students’ digital literacy level which also encompasses information, computer, technological, information and media literacy. In order to determine high school students’ digital literacy level, this study used an instrument developed by Kıyıcı (2008). Independent variables such as students’ gender, grade level and school type were considered in order to determine if there is any significant difference between those variables and students’ digital literacy level. The sample is comprised of students who are selected from five high schools in the city of Siirt. Survey model is employed in this study. Sampling method adopted for the study is cluster random sampling which includes 548 high school students. At the end of our analyses, it was found that while there is a significant difference between students’ gender, grade level and their digital literacy, technological literacy, media literacy, information literacy; results show no significant difference between school type and all of this literacy included in the study.