Abstract: Emirates of Dubai and Abu Dhabi, in the United Arab Emirates, have begun implementing ambitious plans to transform the public K-12 education system through a complete overhaul of the curriculum, widespread integration of technology-rich teaching environments, and introducing a smart learning methodologies and tools. As gatekeepers of classroom practice, it is imperative that teachers charged with using the these technologies and implementing smart learning approaches in the classroom are ready and willing partners, intent on utilizing the tools at their disposal. This study examined preservice teachers’ attitudes towards and intent to use smart learning tools in their teaching practice. Using a modified version of the Technology Acceptance Model (TAM), this study found that attitudes towards smart learning tools were largely positive and that preservice teachers were intent on implementing smart learning tools in their classrooms. In addition, the study found that computer self-efficacy (CSE) was a useful additional construct, which may merit inclusion in the TAM. The TAM, modified to include a measure of CSE, improved the explanatory power of the TAM.