The current study serves two basic purposes: (1) to develop and validate a scale designed to examine students' mobile learning acceptance behavior in mathematics, and (2) to examine factors that influence their intentions to use mobile learning in their future. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the theoretical framework. The participants were 271 8th graders in a western city of Turkey. The results fully supported the construct and discriminant validity of the scale. Performance expectancy, effort expectancy, social influence, and facilitating conditions were found to have a direct influence on intentions and collectively accounted for 38% of variation in intentions. Performance expectancy had the highest direct influence on intentions. The effect of effort expectancy on intentions was found to be stronger for girls than that for boys. Based on these results, the researchers strongly believe that the scale can be utilized by teachers and researchers to measure mobile technology acceptance behavior of students not only in mathematics but also in different fields of education. The UTAUT model offers a useful framework to understand mobile technology acceptance behavior in mathematics and the scale may make a positive contribution to the successful implementation of mobile learning in mathematics classes.