Digital literacy and learning among adults has been identified as an area requiring research. The purpose of the present study was to explore technology acceptance and digital collaborative learning experiences with blogs among adult learners. This analysis employed a quasi-experimental mixed-methods approach guided by a sociocultural theoretical framework. Participants were graduate students (n = 46), and data were collected through pre- and postsurvey instruments. Quantitative analyses were conducted using paired sample "t"-tests, which revealed statistically significant findings regarding determinants of technology acceptance. Qualitative analyses were conducted using grounded theory analytic techniques, which revealed four core conceptual categories: cautionary aspects and constraints, personal and communal dimensions, learner dispositions, and affordances. A discussion of these categories and examples of supportive data was provided. Based on these findings, implications for adult educators are described regarding strategies to enhance technology acceptance and the design of digital collaborative learning experiences among adult learners.