This research developed and empirically tested a theoretical model on the acceptance of podcasting in the context of learning in higher education. The model integrated key variables from the TAM and UTAUT model, hypothesized and tested the effects of their antecedents found in literature concerning technology acceptance in higher education. The result confirmed the effects of UTAUT’s four key antecedents on behavioral intention (intention to use): facilitating conditions, social influence, performance expectancy, and effort expectancy. Our findings suggest that facilitating factors pertinent to podcasting include technical support and copyright clearance. The inter-relationships among the four UTAUT antecedents are explicitly specified and relevant antecedents for podcasting are proposed and tested. The overall results are expected to contribute to theoretical development and industry practitioner in promoting the acceptance of podcasting in classrooms.