The rapid advances in technology and the changes these advances have brought to people’s lives have led to increased study of technology acceptance. Studies have shown that a factor such as behavioral intention affects college students’ e-based learning acceptance. Despite the substantial amount of knowledge on the acceptance of technology, there was a gap in knowledge regarding the veracity of TAM undeveloped countries. Using the quantitative explanatory methodology, this study examines the predictive relationship between perceived usefulness, perceived ease of use, self-efficacy, and digital literacy of college students, and their behavioral intention (BI) to accept e-based learning. To test the hypothesis, questionnaire data were collected from 85 university students studying in Liberia, with random selection. Responses from the survey were analyzed utilizing the Partial Least Squares Structural Equation modeling (PLS-SEM). The results of this study indicated that perceived usefulness, perceived ease of use, self-efficacy, and digital literacy significantly explain students’ BI to accept e-based learning, accounting for 56.7% of the variation in behavioral intention.
