The importance of mobile learning in STEM education is growing as a result of the quick development of Internet technologies. However, STEM education in Sichuan, China, faces challenges such as insufficient learning resources and a lack of laboratories and teaching tools, affecting teaching and learning effectiveness. Using the expanded Technology Acceptance Model, this study investigates the variables influencing Sichuan’s acceptance of mobile learning in STEM education. After 224 high school students in the Sichuan region completed the questionnaire survey, the data were analyzed using structural equation modeling. Students’ attitudes toward mobile learning in STEM education were found to correlate favorably to perceived ease of use, perceived enjoyment, and perceived skill readiness. Students’ behavioral intention and acceptance of mobile learning in STEM education are significantly influenced by their perceived attitude towards mobile learning. The purpose of this study is to provide theoretical support for improving the effectiveness and quality of mobile learning in STEM education.