Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. This quantitative research study developed and tested technology acceptance of online learning technologies using the Technology Acceptance Model (TAM) with variables perceived ease of use, perceived usefulness, attitude, and intention to use. Findings from 40 valid responses in an online survey at Mountain Empire Community College (2016) USA, showed that perceived ease of use had a significant effect on perceived usefulness, which is consistent with TAM. Findings showed that perceived ease of use did have a significant effect on attitude. Further, perceived usefulness had a significant effect on attitude and attitude had a significant effect on intention to use, which is consistent with TAM.