This study proposes a model for determining preservice teachers’ intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers’ intention to adopt mobile learning was developed. According to this model, preservice teachers’ attitudes and cognitive needs have an influence on their behavioral intention while their affective and social needs do not. Their social needs are influenced by their affective and cognitive needs. In addition, affective needs have an influence on their cognitive needs. Therefore, focusing on mobile learning's practices and their roles in preservice teacher training are important to develop effective ICT course contents.