Use of technology takes time and requires a paradigm change for teachers to adopt it. Teachers' readiness, how they behave and perceive technology integration or adoption process is particularly critical. The current study investigates the relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. The results indicate that computer ownership, the internet access and amount of daily computer use do not correlate with the attitude towards computer-assisted education (CAE). The internet access and computer ownership variables do not seem to have any relationship with the intention to technology acceptance. There is a significant and positive relationship among computer competence, attitude towards CAE, and intention to technology acceptance. Perceived usefulness and enjoyment have positive relationship with attitude towards CAE. Although perceived ease of use similarly has significant positive relationship with the attitude towards CAE, it does not predict the attitude towards it.