As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the advantages mobile technologies bring to education, its adoption for learning purposes has not been encouraging. Existing research on mobile learning acceptance has been mainly focused on technological and use issues, while the topic of student learning beliefs has been researched less often. The current study addresses said research gap by examining the influence of constructivist and traditional learning beliefs on university students' intentions to use mobile learning in China and Spain. In addition, cultural differences were also tested in this study. The results of this study support the validity of the proposed model in the two samples (China and Spain) and provide evidence of the importance of learning beliefs as an antecedent of perceived usefulness and perceived compatibility.