This study investigated the factors that led to students adopting cloud computing learning resources (CCLR) in underfunded, rural high schools with the aim of informing future work related to effective implementation of CCLR for underprivileged students. Guided by the CCLR adoption model, survey data of 310 students from two high schools in rural districts in China were obtained and were analyzed utilizing partial least square structural equation modeling. The findings indicated that students' use of CCLR was a function of the perceived ease of use of CCLR, external facilitating conditions from schools, and students' voluntariness. The perceived usefulness of CCLR did not predict students' use behavior. Regarding gender differences, voluntariness affected female students more significantly than males, and anxiety in using CCLR affected female students more negatively than males. This study should interest educational practitioners and policy makers seeking to promote equity in education, particularly in rural districts by effectively implementing new learning technologies.