Moodle and other web-based learning systems have become very popular in higher education. Their success will not be achieved if students fail to use such systems. The present study investigates university student's attitudes regarding the use of Moodle. Forty-seven students from a Moroccan university were involved in the study. The students attended a course in a blended learning environment. The technology acceptance model was used to assess their acceptance of the e-learning system. Structural equation modeling was employed with SmartPLS program to explain the students' acceptance of the system. Data showed that technology acceptance model is still a solid theoretical model whose validity can extend to blended learning settings. The results point to the significant importance of computer self-efficacy and perceived usefulness in accounting for attitude and Moodle usage. Implications of the findings and limitations along with future research directions are also discussed.