It has been argued that simple conceptualizations of usage are inadequate for understanding and studying use of complex information technologies. In this paper we argue that quality of use, instead of simple usage, is useful for understanding the extent to which a complex information technology is being used. An inductive case study of complex technology was conducted which led to the development of a learning-based model of quality of use. This model suggests the inclusion of factors relating to training (either formal or informal), learning, perceptions, and attitudes, their impact on quality of use, and their change over time. Moreover, it describes how perceptions of the system at a given time, along with newly acquired knowledge of the system, may influence perceptions at a later time. Evidence from the case study along with constructs and relationships from the literature are provided to support the model. Implications for future research are also discussed.