As artificial intelligence (AI) commoditizes finance skills, professional technology integration becomes critical for developing human-complementary competencies. This study examines Bloomberg Terminal acceptance among undergraduate accounting and finance students in Australia, testing whether the Extended Educational Technology Acceptance Model (EETAM) generalizes from purpose-built educational technologies to professional platforms. Despite Bloomberg's notorious complexity, students demonstrated exceptionally high perceived usefulness (PU) and behavioral intention (BI), yet moderate ease-of-use, revealing "Utility-Complexity Decoupling." Hierarchical regression analysis identified a novel "Complexity Friction" phenomenon: cognitive engagement (CE) predicted PU only when career instrumentality was explicit, contrasting with traditional educational technologies where engagement directly translates to utility perceptions. Autonomy emerged as the strongest predictor of both CE and PU, demonstrating that Self-Determination Theory (SDT) principles apply even to professional platform adoption. These findings validate substantial institutional investment in authentic professional tools, providing empirical evidence that experiential learning through industry-standard technologies develops uniquely human capabilities resistant to AI disruption.