Emerging technologies in education, such as wearable devices, tangible user interfaces, virtual reality, augmented reality, and robotics can support learners' motivations, achievement, engagement, and collaboration skills. However, knowledge of teachers' intentions to adopt and utilize emerging technologies are limited. In this study, a path analysis was conducted of the factors (attitudes, subjective norms, and perceived behavioral control) that contributed to K-12 teachers' intentions to adopt and emerging technologies in their classrooms. Teachers in the United States (N = 296) in K-12 education settings completed a survey grounded in the Decomposed Theory of Planned Behavior (DTPB). A path analysis (utilizing partial least squares structural equation modeling) indicated the antecedents to behavior: (a) teachers' subjective norms (peers and superiors) and (b) attitude (compatibility and perceived usefulness) were most influential to predict behavioral intentions to adopt and use emerging technologies. Implications for educational researchers, teacher educators, instructional designers, and school administrators are provided to contextualize the findings.