This study examined the behavioral intentions of teachers working at both public and private schools in Turkey to use information and communication technologies (ICT) based on Technology Acceptance Model (TAM). A correlational research design was employed to analyze the association among the components of the TAM. The participants of the study included teachers who work in Turkey. Data were collected from 553 teachers through an online questionnaire. 221 of the 553 participants were women (41.5%) and, 312 of them were male (58.5%). ICT acceptance scale was used in this study with its four factors. The variables existing in the model created in the study explained a high amount of variance on behavioral intentions. In the tested model, it was found that the most important factor affecting the teachers’ intentions to use technology was attitude. According to another finding obtained in the study, perceived usefulness has both a direct and an indirect effect on behavioral intention. In addition, while it was found that perceived ease of use had no direct effect on behavioral intention, it was found to have an indirect effect on behavioral intention through attitude and perceived usefulness. Therefore, even if teachers perceive the use of the technologies in the teaching process as easy, no intention will occur to use these technologies if they do not believe that such use will be useful for them.