This study sought to identify students' attitudes toward digital learning using the Teams application in education, in light of certain variables and their impact on both students' attitudes toward using the Teams and their motivation patterns, as well as the motivation patterns predicting their tendency toward using the Teams app. A descriptive correlational approach was used. The study was conducted on a sample of 500 male and female students from Ajloun University College. A scale for the use of the Teams in learning, prepared by the researchers, and an academic motivation scale were applied. The results showed that the means of students' attitudes toward digital transformation and the use of the Teams were high, and that students exhibited a positive attitude toward it. There were statistically significant differences attributed to the average in weak motivation among low-achieving students, and significant differences attributed to the average in intrinsic motivations in favor of high-achieving students. There were significant differences attributed to gender in the attitude toward using the Teams among males. There were significant differences attributed to specialization in intrinsic motivations in favor of the literary specialization. There were significant differences attributed to the interaction of gender and average in intrinsic motivations in favor of high-achieving males. It was found that only intrinsic motivations significantly predicted students' attitudes toward using the Teams app.