The current study aimed at exploring factors influencing Indonesian pre-service teachers’ satisfaction and intention to use the Internet for learning. Implementing an extended technology acceptance model, data were gathered from 596 Indonesian pre-service teachers from five universities. The measurement and the assessment of the model were computed through partial least square structural equation modeling. For the measurement model, we computed data’s reflective indicator loadings, internal consistency reliability, convergent validity, and discriminant validity. Meanwhile, the reports of the constructs’ relationships, coefficient determination (R2), effect size of f,2 and predictive relevance (Q2) were addressed for the assessment of the structural model. The model was valid and reliable that informed six significant relationships out of eight hypotheses. The pre-service teachers’ satisfaction using the Internet for learning was strongly influenced by perceived ease of use and intention to use. Meanwhile, their intention to use the Internet was strongly influenced by their attitude, perceived usefulness, and perceived ease of use. Recommendation and suggestion were offered for the betterment of Indonesian education.