This study investigated pre-service teachers' perceptions of using iPads in teaching, with a focus on motivation to adopt iPads, iPad-integration self-efficacy, and intention to adopt iPads for future teaching. Changes of pre-service teachers' perceptions of using iPads over time as well as the relationships of motivation, self-efficacy, and intention for iPad adoption were examined. Participants were pre-service teachers from a university in the northeastern United States. Data were collected using online pre- and post-surveys. Quantitative and qualitative approaches were performed to analyze the data. Results indicated that there were significant changes in pre-service teachers' motivation and intention to adopt iPads before and after their participation in a mobile learning project. Motivation and iPad-integration self-efficacy were significant predictors of pre-service teachers' intention for future adoption. iPad ownership and prior experience with iPad-integrated lesson plans were potential factors that had a significant impact on pre-service teachers' perceptions of using iPads in future teaching. Pre-service teachers' perceived advantages and disadvantages of using iPads were reported and discussed. The findings of this study not only contribute to the understanding of iPad integration among pre-service teachers, but also provide an evidence on the positive influence of iPad-integrated activities on pre-service teachers' perceptions of using iPads for future teaching.