This study empirically investigates factors predicting students’ behavioral intentions towards the continuous use of mobile learning. Two baseline models namely the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) with the addition of habit as an exogenous construct were used for this purpose. The data were collected from 171 engineering undergraduates and analyzed based on structural equation modeling. The results suggest (1) Behavioral intention was positively and significantly influenced by mobile learning self-efficacy, attitude, and perceived usefulness; (2) Attitude was positively and significantly influenced by subjective norm, perceived usefulness, and mobile learning self-efficacy; (3) Mobile learning self-efficacy was only influenced by perceived ease of use and (4) Habit of using WhatsApp did not influence perceived usefulness nor perceived ease of use but had a positive and significant relationship with mobile learning self-efficacy. Nonlinear relationships were also observed between (1) Behavioral intention with perceived ease of use, perceived usefulness, and subjective norm (2) Habit with perceived usefulness and mobile learning self-efficacy. The nonlinear findings indicate that the relationships between these constructs, which were previously reported as linear, are prone to saturation and warrants further investigation. Our findings also stipulate a practical reference for higher educational institutions targeting to practice mobile learning for engineering undergraduates.