The current study examines the factors that affect teachers’ acceptance of adopting AI technologies in Moroccan classrooms, focusing on the relationships between their Behavioral Intentions (BI), Perceived Ease of Use (PEU), Perceived Usefulness (PU), and Current Use (CU) of AI tools. Drawing on the Technology Acceptance Model (TAM), a survey was conducted to gather data from 204 Moroccan K-12 teachers. The study tests four hypotheses using Partial Least Squares Structural Equation Modeling (PLS-SEM) to explore how these factors influence teachers’ acceptance of incorporating AI into their classrooms. The findings reveal that Behavioral Intentions have a significant positive effect on the Current Use of AI tools, emphasizing the importance of teachers’ intentions in driving AI adoption. Additionally, Perceived Ease of Use (PEU) is shown to play an essential role in shaping both Behavioral Intention (BI) and Perceived Usefulness (PU), suggesting that user-friendly AI tools are more likely to be embraced by teachers. However, PU does not significantly influence BI in this context, indicating that other factors may be more decisive in determining AI adoption.