The rapid changes in recent years witnessed the development of technology-based education environment where teachers and learners can interact by adopting Information and Communication Technology (ICT) such as Google Glass. However, few educational universities and colleges have adopted Google Glass in their educational institutions. The reason behind this tendency is that the integration of the technology phenomenon has not been widely explored. This study is an attempt to investigate Google Glass adoption in the Gulf area. We hypothesized that presenting the teachers and learners with the influential features of Google Glass would change their attitudes towards using Google Glass in educational institutions. This paper reports on the design of a framework that links TAM with other influential factors. In other words, this study examines the integration of the Technology Acceptance Model (TAM) with the well-known effective features of the device, including "teaching and learning facilitator and learning motivator," "'functionality'," and trust "and information privacy" to enhance communication between teachers and students in the classroom. The total number of questionnaires collected was 968 different universities. Partial Least Squares-Structural Equation Modeling (PLS-SEM) was utilized to investigate the research model based on the student's data gathered through a survey. The results that motivation, trust & privacy have a significant relationship with perceived usefulness and perceived ease of use of Google Glass. The results also suggested that functionality was significantly associated with the perceived ease of use. Further, perceived usefulness and perceived ease of use were significantly related to the Google Glass adoption. Finally, trust & privacy and the perceived ease of use have a crucial role in supporting the adoption of Google Glass. The practical implications of these findings in relation to future work also presented.