The purpose of this research is to better understand how perceived usefulness (PU) and perceived ease of use (PEU) predict how frequently science teachers use digital learning tools in the physical classroom. The research was based on the widely used Technology Acceptance Model (TAM), originally developed by Davis (1989). The research is significant because of the paucity of research using TAM in the United States educational context. Survey data using a five-item Likert-like scale was collected utilizing a Google form. Participants were middle and high school science teachers recruited from a central New Jersey school district. The independent variables for this research were the two components of TAM, PU and PEU, while the dependent variable was the reported frequency of use of digital learning tools in the classroom. After determining frequent and infrequent users, analysis of the data was carried out with logistic regression utilizing JASP 0.18.3. It was found that PU was a significant indicator of frequency while PEU was insignificant. Overall, the model using both PU and PEU predicted frequent and infrequent users with 79.31% accuracy. One implication is that the TAM model is useful in educational contexts to predict frequency of use of digital tools in the science classroom. A second implication from the findings is that professional development should focus on usefulness rather than ease of use. Future research is needed in different contexts than the relatively affluent district that was the setting for the present research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]