—The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements influenced how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. For this purpose, research hypotheses are developed and questionnaire-based online surveys are designed for data collection, which were shared with 295 students via email in the concerned schools at different education levels, out of which 282 students completed the survey. The survey response is analyzed with a measurement model and structural model. A measurement model is performed via the AMOS tool to measure the average variance extracted, maximum shared variance, and average shared variance. Based on the measurement model, the structure model is built to investigate all the concerning factors. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements to strategize the implementation of the new technology. This study approached high school students, aged 16 to 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The study combined well-known educational elements, such as learning self-management, system quality, and hedonic motivation, with the Unified Theory of Acceptance and Use of Technology (UTAUT), to create a significant theoretical model for new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behavior of the students. It was also noted that gender was not a significant factor in the study.