Technology is ubiquitous in educational environments to the point that, in an increasing number of schools, each student has a school-provided device. With this increase in the use of technology in the classroom, it is becoming increasingly important to understand why some implementation efforts have been successful where others have failed (Greaves & Hayes, 2008; Zheng et al., 2016). This thesis seeks to investigate the potential influence of educational technology acceptance among adolescence on their educational technology use. In 1985, Davis proposed the Technology Acceptance Model (TAM), stating that the use of a system is determined by the user's perceived usefulness and perceived ease of use of that system. Early applications of the TAM looked at adult populations in the workplace; this thesis investigated whether the pattern of relationships in the TAM is the same for adolescent populations in educational environments. Structural equation modeling and regression analysis showed that the pattern of relationships among the TAM measures remain consistent for adolescent populations, but may change with experience with the system.