The objective of the present study was to model and test the extent to which previous success, online learning technology anxiety, and instructor-provided training influenced online learning technology efficacy beliefs, and subsequent motivation to use online learning technologies in the college classroom. The results, based on a sample of 280 students supported the hypothesized causal model. Implications and suggestions for future research are discussed. (Contains 2 figures and 1 table.) [For complete proceedings, see ED491481.]