The purpose of this qualitative descriptive study was to explore the perceived ease of use and usefulness of an assistive robot educator tool. The theoretical foundation for this study was the Technology Acceptance Model (TAM) and the Service Robot Acceptance Model (sRAM), which explore perceptions around the utility of technological systems. The sample included 18 middle school teachers. Data collection was comprised of one-on-one semi-structured interviews and two focus groups. Data analysis included Braun and Clarke's Reflexive Thematic Analysis and four themes: (1) Middle school teachers describe the perceived ease of use of an assistive robot educator tool as a viable solution to managing classroom structures and enhancing learning dynamics; (2) Middle school teachers describe the perceived ease of use of an assistive robot educator tool as a support system when dealing with emotional states and encounters; (3) Middle school teachers describe the perceived usefulness of an assistive robot educator tool as a feasible investment provided there is ample prioritization, exploration, and familiarization; (4) Middle school teachers describe the perceived usefulness of an assistive robot educator tool as a technological upgrade in enhancing teaching and learning practices. The research offers solutions in the classroom and presents a detailed account of teachers' experiences including impact of other stakeholders including learners with cognitive disabilities, social emotional issues, and English Language Learners. It may also suggest the advancement of TAM and sRAM in HRI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]