With the growing reliance on e-learning systems and introduction of new internet technologies, user acceptance of technology is a crucial issue. The present research extends the technology acceptance model by incorporating the variables of coordination with local and coordination with foreign students as behavioral variables to be predicted by intent to use the technology. The technology acceptance model determines the use of a Web-based information system as a function of its usefulness, ease of use and the behavioral intention to use it. We also include other previously tested motivation variables namely self-efficacy, enjoyment, and learning goal orientation. We controlled for the effects of age and country of origin of the student respondent. Eighty-five subjects participated in the study, which was conducted in two countries with students using the Blackboard system, a Web-based class management system. We formed bi-national teams that were assigned to develop an international business plan. Blackboard was the main system for coordination among domestic and foreign team members. We administered a survey after a 3-week international collaborative exercise between universities in Western New York and in Chile. We tested the model using a structural equations model. The results support the proposed model, highlighting the important role of self-efficacy on foreign coordination. In addition, the test supports the relevance of motivational variables such as self-efficacy, enjoyment, and learning goal orientation in determining the actual use of the system. We discuss practical application issues for international collaboration using web-based e-learning systems.