The purpose of this study is to examine the predictors that influence Mathematics pre-services teachers' attitudes toward computers use. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and technological complexity) were hypothesized to have direct and positive influences on attitudes towards computer use. This study also investigated whether socio-demographic variables (e.g., gender, age, and course of study) had any effect on the attitudes. Data were collected from 419 pre-service teachers through a self-report questionnaire and analysed using the structural equation modelling approach. Results showed that 64% of the variance in attitudes towards computer use was explained by the above five variables. However, only perceived usefulness, perceived ease of use, and technological complexity were found to be significant predictors on attitudes toward computer use while subjective norm and facilitating conditions were not. Using MIMIC modelling, the results showed that gender, age, and course of study had no significant influences on pre-services teachers' attitudes toward computers use. Implications for Mathematics teaching were discussed.