Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study’s primary investigation is the impact of peer and superior influences on learners’ usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students’ utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students’ continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom.