This session explores the influence of self-efficacy and outcome judgment, from social cognitive learning theory, on the adoption of Open Educational Resources (OER). Research findings from an online survey conducted from January to March 2013 are presented. The Technology Acceptance Model is used as a framework to analyze cognitive interactions that lead to integrating OER into the professional practice of educators from different settings. Path analysis confirms model fitness and indicates a strong effect between the technical quality of an OER and its perceived usefulness. A discriminant function analysis is used to delve deeper in understanding particular differences among K-12, higher education, and workplace training professionals in their attitudes about the usefulness of OER. The K-12 audience is identified as having a high regard for the usefulness of OER in relation to their work. This finding is interpreted as OER meeting a need for quality resources among K-12 educators who may have less access to up to date digital resources on topics relevant to their instruction. Recommendations for the design of OER to improve perceived ease of use and instructional messaging for K-12 educators conclude the discussion. This session will be of particular interest for those involved in improving the formal use of OER by educators and training professionals.