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The urge to progressively motivate e-counseling in schools is somewhat dependent on students’ behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students’ behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N= 250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6%. Also, whereas the outcome of the research suggests Performance Expectancy (PE)(B=. 511, p=. 000) and Social Influence (SI)(B=. 165 p=. 001) as the influencing constructs (factors) towards students’ behavioral intention to adopt and use e-counseling, Facilitation Condition (FC)(B=. 014, p=. 723) and Effort Expectancy (EE)(B=. 086 p=. 080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.