The purpose of this research study was to examine several specific factors that could influence a project manager's behavioral intention to use e-learning technology for professional development learning activities. This study extended the technology acceptance model (TAM) with an external variable, computer self-efficacy, which was analyzed as a potential predictor of a project manager's behavioral intention to use e-learning technology. This study was guided by an omnibus research question: To what extent does a project manager's level of computer self-efficacy influence their behavioral intention to use e-learning technology, when mediated by their attitudes towards perceived ease of use and perceived usefulness of e-learning technology, and moderated by their individual demographic differences of age, gender, education, and experience? A nonexperimental correlational design was utilized to answer this question and to test the research hypotheses. The population sample consisted of 126 project management practitioners with a minimum of one year of project management experience. Data were collected using an existing survey instrument, the E-Learning Usage Questionnaire, which was delivered using Qualtrics, a web-based survey service. Data derived from the survey responses were analyzed using IBM SPSS to examine descriptive statistics and the output of hierarchical multiple linear regression. The findings showed that computer self-efficacy by itself was not a statistically significant predictor in explaining the variance in individual project manager's behavioral intention to use e-learning technology, while the two internal TAM variables, perceived usefulness and perceived ease of use, separately and corporately significantly influenced the overall variance. The findings from this study suggest a strong fit of the overall model to the data, which shows the TAM to be useful for predicting project managers' behavioral intention to accept and use e-learning technology for their professional development learning activities. The internal TAM variable, perceived usefulness, was the strongest predictor in explaining the variance, a finding that agreed with other empirical research studies that also employed the TAM as the framework for e-learning technology research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]