This research article was aimed at investigating the effect of Extended Technology Acceptance Model (TAM) on Deaf Students with the use of Virtual Reality (VR) in Education within the context of United Arabs Emirates (UAE). Despite efforts to establish inclusive educational environments, deaf students in the UAE often demonstrated academic performance disparities compared to their hearing peers, suggesting deficiencies in current instructional approaches. The researcher utilized Descriptive research design and convenience sampling technique for easy collection of data. A sample of 100 deaf learners was chosen using a table developed by Krejcie & Morgan (1970). This was from LIWA College, Al Ain University, and Zayed Higher Organization for People of Determination. Covariance-Based Structural Equation Modeling (CB-SEM) via AMOS software was utilized for comprehensive data analysis. The study used 5-point Likert scale for its consistency in measuring TAM items. The findings indicated that several key factors significantly influenced the behavioral intention of deaf students toward using VR. Specifically, performance expectancy, self-efficacy, and perceived enjoyment were identified as critical predictors, collectively exerting a positive and partial effect on behavioral intention. Additionally, these factors positively influenced the perceived ease of use and perceived usefulness of VR technology. Importantly, perceived ease of use was found to mediate the relationship between performance expectancy, self-efficacy, perceived enjoyment, and behavioral intention, as did perceived usefulness, highlighting their pivotal roles in shaping attitudes towards VR adoption among deaf students. In all cases, Beta (regression weight) were positive. The Study contributed valuable insights into the factors influencing VR acceptance within the TAM framework, offering practical implications for educational policymakers and institutions in the UAE. In conclusion, this research underscored the critical role of performance expectancy, self-efficacy, and perceived enjoyment in shaping attitudes toward VR among deaf students in the UAE. By elucidating these factors and their interactions with perceived ease of use and usefulness, this study emphasized on the targeted interventions that enhanced the educational experiences and outcomes for deaf learners in virtual reality-enhanced environments. This study recommended that educators should tailor instructional strategies to better integrate VR technologies into the educational experience of deaf students. Such enhancements promise to improve educational outcomes and foster inclusive learning environments in the UAE context.