Massive Open Online Courses (MOOCs) are emerging as the new trend for modern higher education institutions. Student acceptance is viewed as the key determinant for the success of MOOCs. This study intends to examine factors influencing higher education students' behavioral intention to adopt MOOCs. Thus, this study proposes the use of a modified Technology Acceptance Model (TAM). Data is collected via an online survey from a sample of 403 participants in Jordan. Structural equation modeling (SEM) is used to assess the accuracy of the research model. The results reveal that 1) students' behavioral intention to adopt MOOCs is positively affected by the perceived ease of use and by the perceived usefulness, 2) self-regulated learning has both a negative direct and indirect (through perceived usefulness) influence on behavioral intention, 3) computer self-efficacy and perceived convenience have positive indirect effects on behavioral intention through the perceived usefulness and perceived ease of use, and 4) learning tradition has a negative indirect effect on behavioral intention through self-regulated learning. Based on the results, various implications (both practical and theoretical), and suggestions for future research, have been highlighted.