The efforts of educators in the last three decades have, among other things, focused on the use of information technology (IT) in education. It has become commonplace to view information systems both as an effective carrier of course content as well as a cost-effective tool to improve student learning outcomes. One of such technologies is the e-book. Decision-makers in the education field need make sense of this technological transformation. However, despite the growing popularity of e-books in higher education, its adoption by students is yet to be crystalized. This study exploits the technology acceptance model (TAM) framework to examine student acceptance of e-textbooks as "internally" impacted by "technology innovativeness" and "externally" influenced by "system exposure." The results showed that students' "technology innovativeness" is associated with student acceptance of e-textbooks and that "system exposure" was a strong moderator of the TAM relationships. The findings suggest that students' openness to new technology, in general, is likely to positively affect the adoption of a specific new instructional technology. Additionally, "system exposure" was found to be a significant moderator of the TAM relationships. It is concluded that students' technology innovativeness and system exposure must therefore be factored into instructional technology usage decision-making models.