The purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of the computer to account the effect towards the achievement in the final exam which is an outcome variable. The data were collected over four different time periods during the fall semester of 2004 to find how these results changed over time. The study was conducted by using six instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use of computer (frequency and duration), attitude and an additional demographic instrument. The data were analyzed by path analysis using multiple regressions (SPSS for windows) to find the contribution of each independent variable to the dependent variable that ultimately predicted the final outcome. Computer self-efficacy and subjective norms were determinants of perceived usefulness and perceived ease of use which in turn determined the attitude of students using computer for enhancing their math score in the final. The findings of path analysis indicated that the research did not support TAM. The results suggested that perceived usefulness is the most significant predictor of perceived ease of use. The duration of actual use of the computer in a single session contributed significantly towards their final score for achievement in mathematics. The students preferred a face-to-face instruction in mathematics by the instructor than interaction with a computer. Additional research endeavors should be devoted to the measurement of system use in different set up with different ethnic background to further analyze students' acceptance or rejection of technology towards their achievement in mathematics.