Behavioral changes will always be present in societies. Recent technological innovations have changed teaching and learning techniques, driven mainly by the possibilities opened up by the internet. This study proposes an investigation about the factors influencing the technology acceptance of teachers in regard to innovative education tools. To analyze a model acceptance of technology, a preliminary research was carried out, focusing on the identification of a suitable technology acceptance model in the literature, one that could be applied to the problem at hand and that would provide meaningful insights about the acceptance of educational innovations. The model deemed most adequate was the Theory of Diffusion of Innovations (Rogers, 2003). To evaluate perceptions and opinions about an innovative teaching tool (Moodle), a survey was carried out with the professors of the Business School of the Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio). On the first stage of the survey, participants were asked about their perceptions regarding Moodle (an online teaching tool). On a second stage participants were asked to provide demographic and personal information. The survey`s results were analyzed in a descriptive method and all the redundant information were dismissed. Considering the limitations about the sample`s size relevant results were generated providing important data analysis to the different interested people. The results revealed the variables - in the Diffusion of Innovation Theory (Rogers, 2003) - that most influence the teacher`s decision about using the Moodle as a teaching tool at the Business School of the Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio).