This paper describes an exploratory study of 225 management students in a medium-sized university in southern Spain. The influences of gender and previous experience as determinants of technology use were analysed. Furthermore, a modified Technology Acceptance Model, using SEM, was applied to explain the influence of perceived computer self-efficacy on the intention to use Internet-based e-collaboration technologies in the learning-teaching process. This was completed with qualitative data from unstructured interviews with ten students. Our results suggest that the management student cannot be considered an advanced user of the Internet. Computer self-efficacy has a positive influence on intention to use the system. This intention is also influenced by attitude towards the system, but not directly by perceived usefulness. These and other contradictory findings are analysed in the paper.