The present study examines university students' acceptance of e-learning according to the Technology Acceptance Model (TAM). We also investigate the influence of external factors, including self-efficacy with digital media, self-regulated learning, prior experience, and affinity for technology, to extend the model with valid individual factors. Structural equation modeling with maximum-likelihood estimation served to evaluate the proposed research model, which included online questionnaire data from N = 225 undergraduates studying various subjects in 53 universities. The results indicate that the TAM is replicable regarding e-learning for German-speaking university students. Additionally, we found self-regulated learning and affinity for technology to be significantly positively related to the two main components of the TAM, perceived ease of use and perceived usefulness, implying their importance in technology acceptance. However, self-efficacy with digital media and prior experience showed no significant impact on university students' technology acceptance. We also found a significant positive relationship between attitudes toward e-learning and behavioral intention, showing that university students with positive attitudes are more willing to use it in the future. Therefore, higher education should consider students' individual prerequisites for e-learning and support students during the use of e-learning environments, to promote the development of positive experiences and attitudes toward e-learning.