Learning is critical to both economic prosperity and social cohesion. E-government learning, which refers to the government's use of web-based technologies to facilitate learning about subjects that are useful to citizens, is relatively new, relevant, and potentially cost-effective. This work proposes and verifies that the technology acceptance model (TAM) can explain and predict usage of e-government learning. The TAM examines how perceived ease of use and perceived usefulness and their antecedents influence intention and usage of a system. This study identifies antecedents that account for individual differences, thereby enhancing the explanatory power of the built model. A survey is used to collect data from users of an e-government learning website in Taiwan. Structural equation modeling is employed to examine the fit of the data to the model. From a theoretical point of view, this research extends the TAM to e-government learning and identifies the perceived e-government learning value and perceived enjoyment as antecedents of usage of e-government learning. This study also provides directions for future research and approaches to promote e-government learning. (Contains 6 tables and 3 figures.)