Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers' flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers' flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers' flipped teaching readiness.