Although numerous studies have demonstrated the potential benefits of augmented reality (AR) in education, the influence of education students' learning experiences on their AR technology acceptance in the classroom has yet to be examined thoroughly. In this empirical study, we explored the affective experiences (i.e., positive emotions, negative emotions, and situational interest) of education students in AR training and examined how their affective experiences influence their AR technology acceptance (i.e., perceived ease of AR use, perceived usefulness of AR, and intention to use AR) by using the partial least squares path modeling method. Our results show that situational interest significantly predicts both the perceived ease of AR use and the perceived usefulness of AR. Moreover, positive emotions significantly predict the perceived ease of AR use. However, negative emotions were not noted as a factor influencing either the perceived ease of AR use or its perceived usefulness. These findings indicate the importance of promoting situational interest and positive emotions in AR training to increase AR technology acceptance among education students in the classroom setting.