Educational institutions across the world are increasingly adopting tablet personal computing devices in the classroom. However, prior literature has not established a consistent relationship between facilitating conditions, user-related constructs and technology utilization, and these aspects have received limited attention in the specific context of tablet devices in educational settings. Hence, this study examines how facilitating conditions influence computer anxiety, attitudes towards technology, computer self-efficacy and perceived ease of use, and the consequent impact on performance expectations. Using data collected from a school in Israel, this study concludes that facilitating conditions are significant determinants of computer anxiety, computer self-efficacy, perceived ease of use and attitudes towards technology. As expected, performance expectancy is also influenced by technology attitude and partially by computer self-efficacy. Practical and theoretical implications are discussed.