The behavioral intention (BI) of teachers to use technology is an important factor in the success of technology use in classrooms. Many models have been developed and extended in different contexts by adding various independent variables to the two initial variables of the Technological Acceptance Model (TAM) (Davis,1989): Perceived usefulness (PU) and Perceived ease of use (PEOU) to determine teachers' BI to use technology. However, not many have attempted to investigate the role of Technological pedagogical content knowledge (TPACK) and Facilitating Conditions (FC) in determining teachers' BI to use technology. Further, mediation through PU and PEOU from TPACK and FC to determine BI remains untested. To address these gaps, this study used an extended TAM (eTAM) model to investigate factors influencing teachers' BI to use technology. Employing convenience sampling technique, an electronic survey questionnaire consisting of 22 items was distributed across the schools in two western districts of Bhutan. A total of 207 in-service school teachers voluntarily responded to the survey. Structural equation modelling (SEM) was used to analyse the data; first, to examine whether there is any direct influence of TPACK and FC on BI or not, and then the mediating effects of PU and PEOU from TPACK and FC to BI. The findings revealed that there was no evidence of a direct influence from TPACK and FC on BI, though there was a significant effect of TPACK and FC on teachers' BI when mediated through PU and PEOU.