A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed.