Introduction: Examines the effect of Internet knowledge on college students' intention to continue using the Internet. Method: Students at four public institutions in Wuhan, China, were surveyed. They completed a questionnaire during the class hours. Analysis: Psychometric analysis was performed to assess the internal consistency, convergent and discriminant validity of the Internet knowledge construct. Path analysis was carried out with the structural equation program package EQS 6.1, to test the hypothesised causal paths among the constructs and the goodness of fit of the research model. Results: Internet knowledge is shown to be a reliable and valid construct, distinguished from Internet experience and Internet self-efficacy beliefs and has a significant effect on intention to continue to use the Internet. Conclusions: This study supplements the technology acceptance model with social learning theory and disentangles the relationships among Internet knowledge, experience and self-efficacy. The technology acceptance model is extended from a concern with adoption to continuous use of technology. The construct of Internet knowledge offers an opportunity to connect the technology acceptance model with knowledge gap and digital divide research, which are useful to inform future studies of technology acceptance. (Contains 2 figures and 3 tables.)