Although there are numerous mobile learning studies, limited efforts have been devoted to investigating the moderating role of mobile technology anxiety on mobile learning outcome. Accordingly, the primary purpose of this study is not only to examine the key elements that could influence desire to take mobile learning and mobile learning continuance intention, but also to explore the moderating impact of mobile technology anxiety on mobile learning outcome. 676 college students participated in this study, and the partial least squares structural equation modeling (PLS-SEM) analysis was performed to analyze the data. The study findings have demonstrated that desire to take mobile learning, attitude toward mobile learning, and perceived usefulness are positively linked to mobile learning continuance intention. Second, it has been found that attitude, positive anticipated emotion, negative anticipated emotion, and subjective norm play a key role in determining better desire to take mobile learning, whereas perceived behavioral control has no impact on desire to take mobile learning. Additionally, it has been shown that perceived usefulness, and personal learning initiative are two critical antecedents of attitude toward mobile learning. Finally, the study findings have shown that mobile technology anxiety would moderate the relationship between attitude toward mobile learning and mobile learning continuance intention.