This study examines the acceptance of technology and behavioral intention to use learning management systems (LMS). In specific, the aim of the research reported in this paper is to examine whether students ultimately accept LMSs such as eClass and the impact of behavioral intention on their decision to use them. An extended version of technology acceptance model has been proposed and used by employing one of the most reliable measures of perceived eased of use, the System Usability Scale. 345 university students participated in the study. The data analysis was based on partial least squares method. The majority of the research hypotheses were confirmed. In particular, social norm, system access and self-efficacy were found to significantly affect behavioral intention to use. As a result, it is suggested that e-learning developers and stakeholders should focus on these factors to increase acceptance and effectiveness of learning management systems.