Teachers' computer acceptance is an important factor to the successful use of computers in education. This article explores the gender differences in teacher computer acceptance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 preservice teachers, the questionnaire consists of two independent variables (perceived usefulness and perceived ease of use), together with the dependent variable (intention to use). The results of model testing using LISREL indicated that the two independent variables, perceived usefulness and perceived ease of use, directly affect the intention to computer use as stated in the TAM. Furthermore, significant gender differences in computer acceptance were also found: (a) perceived usefulness will influence intention to use computers more strongly for females than males, (b) perceived ease of use will influence intention to use computers more strongly for females than males, and (c) perceived ease of use will influence perceived usefulness more strongly for males than females. Impacts and implications to teacher professional development are also discussed. (Contains 5 tables and 3 figures.)