The purpose of the thesis is to examine the ways in which the AMCS (Applied Mathematics and Computer Science) undergraduate students of two Russian universities use their university libraries, what other information resources they use, and the relationship between the two. An assumption can be made that even if students in technical faculties use their university libraries less frequently, libraries are nonetheless an integral part of their education process. Our work is situated in a non-Western context, focusing on Russian students and Russian university libraries. We have made use of a theoretical framework that is based on Patrick Wilson’s theory of Cognitive authority. The analytical concepts we have used are information-seeking behavior, information-sharing, cognitive authority, trustworthiness, credibility, and self-efficacy. Our study was performed using a qualitative method in the form of semi-structured interviews with a thematic analysis performed afterwards. The interviews were made in Russian, with all the materials later translated into English. The results showed that the students primarily used their university library for its spatial resources as well as for completing theory-oriented assignments, while the use of alternate resources was more prominent with practice-oriented assignments. Trustworthiness was another topic that was explored, yielding unexpected results on how the AMCS students perceived this concept and worked with it in the process of their studies. The conclusion that was made concerning the library use is participants believing university libraries to be important even if they use the services less frequently compared to other faculties.