The technological capability of digital natives is thought to have considerable implications on the way they communicate, socialize, think and learn. Some researchers have even suggested that fundamental changes to the educational system are required to cater for the needs of this new cohort of learner, although such claims have little empirical support. In this study, we adopt a structural approach to the investigation of the digital natives’ motivations for using technologies in learning. Based on in-depth interviews with 16 digital natives, a cluster analysis was used to segment respondents into two distinct groups: independent learners and traditional learners. Interpretive Structural Modelling (ISM) was used to develop a hierarchical structural model of technology use motivations for each group. The results show that these two groups are driven to achieve the same learning goals by different paths. Implications are drawn for both educators and managers from both research and practical perspectives.