This study examined the role that planning time plays in teachers' adoption of 1:1 computing for individualized instruction. In particular, the research explored whether the availability of time to plan for 1:1 computing served as an external variable as described by Davis, Bagozzi, and Warshaw (1989) in the Technology Acceptance Model (TAM). The results indicated that the availability of planning time was a significant moderator of the relationship between perceived ease of use of 1:1 computing and three forms of individualized instruction: enrichment, remediation, and student-centered instruction. Planning time was also found to be a significant moderator of perceived usefulness of 1:1 and use of 1:1 for individualized enrichment and student-centered instruction. The results of this study can help educational leaders and policymakers to better understand the role that planning time plays in influencing teacher's adoption and usage of 1:1 computing for individualized instruction with their students.