As a key variable determining technology acceptance and adoption, the perceived ease of technology use (PEU) has been in the focus of a considerable body of research. This research examined the external factors that influence perceived ease of use, such as computer self-efficacy and perceived enjoyment, but yielded inconsistent findings and under-emphasized important predictors in the educational context. This study examined the relations between potential antecedents and perceived ease of Internet use for learning of a higher-education student in China. Computer self-efficacy, perceived enjoyment, and students' perception of external control significantly influenced PEU, while facilitating conditions and technological complexity did not. The total variance of PEU explained by the five antecedents was 98%. This study contributes to the theoretical understanding of perceived ease of use by specifying its antecedents; in the context of Chinese institutions of higher education. It also contributes to practice by identifying the measures required to improve students' perceived ease of use to facilitate their use of the Internet for learning.