Purpose-Instructors’ perspectives of technology learning applications are crucial for effective and high-quality online learning. As a result, it is essential to pinpoint the affecting variables that influence teachers’ acceptance of e-learning. The aim of this research is to determine how Turkish primary school teachers’ intentions to use e-learning are affected by perceived ease of use and perceived usefulness which are two vital components of the Technology Acceptance Model (TAM) that was utilized in this study. Design/methodology/approach- The online questionnaire that was filled out by 357 educators countrywide, was adapted for the cross-sectional study, which assessed teachers’ intentions to employ e-learning in instruction.