This study is one of the few empirical studies to examine students’ acceptance of a web-based learning system (WLS). By incorporating intrinsic motivator into the technology acceptance model, our model attempts to explain students’ behavioral intention in using the system from a motivational perspective. Unlike most studies using subjects from developed countries, this study aims to extend knowledge by examining WLS adoption and usage behavior in a developing country (China) and then compares with findings of the same examination using Canadian subjects. The results show that both perceived usefulness and enjoyment have significant impact on students’ intention to use WLS in two groups. However, in contrast to Chinese subjects, Canadian subjects do not think ease of use has impact on their intention to use WLS. Implications of this study are important for both researchers and practitioners, especially for institutions of higher education, planning to adopt WLS in the two countries.