This paper discusses students’ perceptions of the positive impact of learning with blogs in higher educational settings. The research model uses constructs from the social-cognitive theory and motivational model. Relevant hypotheses focusing on direct, moderating, and mediating influences were formulated. A survey was administered to 108 university students taking an undergraduatelevel course in management information systems in a Canadian university. Data analysis was done with the partial least squares structural equation modeling technique. The result shows that students’ perceived usefulness of blogs was not positively associated with their perceptions of the positive impact of using the tool to learn; however, perceived self-efficacy and enjoyment were found to be positively associated with positive impact of learning with blogs. With regard to mediation, the results show that perceived enjoyment was a significant mediator in the relationship between students’ perceived usefulness and their perceptions of positive impact of learning with blogs; the link between perceived selfefficacy was not mediated by perceived enjoyment. The result also indicates that perceived enjoyment moderated the relationship between perceived self-efficacy and usefulness. The implications of the findings for research and practice are noted.