Integrating mobile information technology (MIT) into nursing faculty teaching practices is becoming a top priority in baccalaureate nursing education to better prepare today's nurses for 21st century technology-enriched practice. MIT, characterized as an ultra-portable computing device with a touch-sensitive screen, capable of running computer applications, and able to connect to the Internet via a wireless network, is now the next technology innovation enhancing student learning and educational experiences in baccalaureate nursing education. The main objective of this correlational study was to examine interrelationships among variables (perceived usefulness, perceived ease of use, attitude toward MIT, administrative support, and computer experience) and their roles in predicting nursing faculty MIT acceptance in teaching practices in baccalaureate nursing classroom. Although researchers have examined the roles of these variables in other contexts, the present study was an examination of the manner in which these variables may jointly function to predict MIT acceptance among nursing faculty. The Technology Acceptance Model (TAM) served as the theoretical framework. Participants included fifty-eight (58) nursing faculty who taught in Commission on Collegiate Nursing Education (CCNE)-accredited pre-licensure baccalaureate nursing programs in three Mid-Atlantic States (Delaware, Maryland, and Virginia) and the District of Columbia. Findings revealed that hypotheses predictions were largely supported. Perceived usefulness, perceived ease of use, attitude toward MIT, administrative support, and computer experience were related to each other and contributed to the prediction of MIT acceptance in teaching practices among nursing faculty.