The major aim of this study was to uncover the influence of recently introduced classroom technology on a student's learning attitude. Research was conducted in a Gulf Cooperation Council (GCC) region university where classroom technology was being implemented for the first time. Hence specific attention was being given to the careful management of this educational innovation. The study was a part of this initiative where emphases were on relevance and appropriateness of technology to set-up and create user-driven learning and teaching environment. The antecedents that were considered relevant in the early implementation phase (taken as first year of classroom technology implementation) were experience with Information and Communication Technologies (ICTs), enhanced communications, learner independence, and ease of technology use. The selected antecedents were socially, culturally, and educationally suitable as they were extracted from the students themselves by involving them in exploratory research. The original concept for this research was derived from the Technology Acceptance Model (TAM) which has been a source of numerous studies exploring user attitude towards technology. In general, data analysis involved descriptive (to include mean and standard deviation) and reliability analysis (based on Cronbach's [alpha]). This was followed by bivariate correlation giving evidence of discriminant validity. As all the items were developed by the authors, exploratory factor analysis was conducted to establish their fitness for research use. Finally multiple regression analysis was carried out to test the modular pathways. The study outcome implied that use of classroom technologies, in the introduction stage, does increase with the degree of perceived and encountered ease of use and extended capacity for self-directed learning by utilizing channels that enhance communication and information flows. Therefore, the flexibility to control and manage the speed and scope of learning through technology was seen to be having a conducive and positive impact on learner attitude. However prior experience of ICTs did not impact the learner attitude. Finally, practical implications for the implementation of classroom technologies were provided and avenues for future research were outlined. (Contains 8 tables and 4 figures.)