This study investigated moderating effect of factors of "innovation consciousness" and "quality consciousness" on relationship between intention and behaviour in the context of e-learning integration. Previous authors have suggested a deeper theoretical examination of conditions under which intention may or may not directly influence behaviour in order to better understand the inconsistency in relationship between intention and behaviour. In this paper, three hypotheses are introduced to investigate moderating effect of innovation consciousness and quality consciousness on relationship between intention to integrate e-learning and actual e-learning integration behaviour. Survey method was used to collect data from 100 preservice science teachers at one University in South Africa and partial least square structural equation modelling technique was applied for structural path analysis. The study found a strong support for the research hypotheses while implications for both theory and practice are succinctly discussed.