This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners' technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies.