The current study investigated change readiness for smartphone technology among 610 secondary school teachers in Kuwait. We assessed teachers' readiness to adopt smartphones as instructional tools, with respect to their personal concerns, technological competency and personal characteristics. We implemented a quantitative survey design, administering two questionnaires to all participants: the Stages of Concern Questionnaire (SoCQ), based on the concerns-based adoption model, and a newly developed SmartPhone Competency Scale. The findings indicated that teachers' perceptions of the adoption of smartphone technology were associated with their stages of concern and smartphone competency level. Scores on the six stages of concern were compared. Concerns were greatest at the personal stage and lowest at the management stage. In addition, teachers with moderate levels of teaching experience (5-10 years) and teachers who specialized in the sciences reported stronger management concerns than teachers specializing in the arts. The five stages of concern with the highest scores (informational, personal, consequences, collaboration, and refocusing) were positively and significantly correlated with the four smartphone competencies. These results suggest that the SoCQ is a practical tool with predictive value for assessing teachers' change readiness for the adoption of smartphone technology.