This paper investigates cyber-slacking with Internet technologies in the classroom. Rooted in Lewin's Field Theory, we develop a model linking external forces (i.e., social norms, distraction by other students' cyber-slacking, and awareness of instructor monitoring) and internal forces (i.e., cognitive absorption with Internet technologies and multitasking) to an individual's behavior (i.e., intent to cyber-slack). Using data collected from 451 students, we found social norms, multitasking, and cognitive absorption contributed to the intent to cyber-slack. Further, we found cognitive absorption with Internet technologies mediated the relationship between multitasking and intent to cyber-slack. The paper concludes with a discussion of implications for teaching, course design, and research.