<p>This study explores the role of FinTech solutions in enhancing educational accessibility and efficiency in Bangladesh, utilizing the Technology Acceptance Model to assess how Perceived Usefulness and Perceived Ease of Use influence Behavioral Intention to adopt these technologies in education. A quantitative approach was employed, surveying 327 participants including students, educators, and professionals. Data were analyzed using structural equation modeling, revealing that both Perceived Usefulness and Perceived Ease of Use significantly impact Behavioral Intention, with Perceived Usefulness having a stronger effect. Perceived Ease of Use influences Behavioral Intention directly and indirectly through Attitude toward Use. The measurement model demonstrated high reliability and validity, indicating a robust framework for understanding FinTech adoption in education. However, the study is limited by its cross-sectional design and focus on a single country, suggesting the need for future longitudinal studies and broader geographical investigations. Practically, the findings highlight the need for improving the perceived usefulness and ease of use of FinTech solutions, with recommendations for enhanced user training and technical support to facilitate integration. Socially, the study supports educational equity in Bangladesh, particularly in underserved regions, contributing to broader social and economic development goals. This research provides new insights into the Technology Acceptance Model in educational FinTech adoption and offers valuable implications for policy and practice in the context of educational technology.</p>