This study investigates the determinants of e-learning adoption among pre-service mathematics teachers through an extended Technology Acceptance Model (TAM) framework. Using structural equation modeling with data collected from 508 pre-service mathematics teachers in Indonesia, we examined thirteen hypothesized relationships between system accessibility, enjoyment, perceived ease of use, perceived usefulness, attitude toward using, behavioral intention, and actual system usage. Results revealed that system accessibility (β = 0.535) and enjoyment (β = 0.319) significantly predicted perceived ease of use, explaining 58.9% of its variance. Perceived usefulness was primarily influenced by enjoyment (β = 0.468), perceived ease of use (β = 0.323), and system accessibility (β = 0.165). Attitude toward using was significantly affected by perceived usefulness (β = 0.489) and perceived ease of use (β = 0.265), while behavioral intention was predominantly determined by perceived usefulness (β = 0.469), attitude toward using (β = 0.277), and perceived ease of use (β = 0.106). Notably, the relationship between behavioral intention and actual system usage was borderline significant (β = 0.082, p = 0.050), supporting critique of TAM’s limited ability to predict actual use. These findings highlight the importance of developing accessible, enjoyable mathematics e-learning systems while acknowledging the complex relationship between intention and actual usage behavior.