Aims: Nature and type of learning content in different medical science courses, makes using multimedia facilities essential to facilitate learners’ learning. This study aimed to investigate the impact of teachers’ preparedness and Hamedan Medical Sciences University infrastructures for effective implementation of e-learning technology based on Technology Acceptance Model (TAM).

Methods: In this descriptive-analytical study, 183 Hamedan Medical Sciences University faculty members were studied using random sampling method and Cochran formula in 2014. Data collected by two questionnaires and one check list. Data were analyzed using correlation coefficients, confirmatory factor analysis technique, structural equations modeling and path analysis using LISREL 8.5 software and SPSS 18.

Findings: Teachers preparedness was in the relatively ideal in the students' knowledge and acceptance domains and it was in the medium level in cultural factors domain. In the infrastructure sector, availability and references, human resources and financial support domains were the most important problems, respectively. Teachers’ preparedness and infrastructures had significant effect on the subjective perception of usefulness and ease of using of e-learning and these two components had positive and significant effect on attitude toward using and intention to use the technology and as a result using technology, practically.

Conclusion: E-learning technology acceptance model can be applied in the studied society due to the significant impact of teachers’ preparedness and university infrastructures and appropriate fitness indices.