This study aimed to explore the factors influencing pre-service teachers’ decisions to use the Internet of Things (IoT) in a classroom as a digital system to enhance teaching and learning. The technology acceptance model (TAM) was used to investigate the effects of using the IoT in an e-learning environment on pre-service teachers’ perceived usefulness, ease of use, attitudes toward using IoT, and the influence of such attitudes on students’ behavior. Forty-seven final-year pre-service teachers were selected to participate by purposeful sampling. A quantitative approach via regression analysis was taken to analyze the collected data. The results showed that the TAM-related factors of the IoT’s perceived usefulness and ease of use significantly contributed to pre-service teachers’ attitudes toward using IoT in classrooms. However, their attitude toward the IoT was not influential in their intention to use it. On the other hand, its perceived usefulness was the most critical factor in pre-service participants’ intention to use or continue to use the IoT in the future. Accordingly, several pedagogical implications for the design and development of teacher preparation programs are discussed. Recommendations for future work are suggested as a result of this study.