As practical skills in using statistical software could assist business professionals analyze data and make informed decisions, educators need to know how to motivate business students in learning and using the increasingly user-friendly statistical software. Using a sample of 207 online MBA students from an AACSB accredited university in the Midwest, a modified TAM model was examined using LISREL 8.80. The empirical results show that both computer attitude and statistical software self-efficacy have significant, positive effects on the perceived usefulness. In addition, it was found that both perceived usefulness and perceived ease of use positively influence learners‟ intention to use statistical software, whereas their statistical anxiety has a significant, negative impact on perceived usefulness, perceived ease of use and behavior intentions. Both theoretical and practical implications are discussed in this paper.