Mobile Learning (m-learning) is quickly spreading in many regions of the world. However, research addressing the driving factors for m-learning adoption is lacking. This study proposes a revised TAM by integrating perceived long-term usefulness and personal innovativeness. The adoption model was found to explain 60.8 percent of m-learning intentions based on 209 completed questionnaires. Perceived near-term/long-term usefulness and personal innovativeness are found to be significant motivators for m-learning adoption. The results in this study also suggest that, as most adoption theories are originated from a work-related context by employees, it is important to employ the construct of perceived long-term usefulness (the utility value) in adoption research when applied to education-related innovations.