Many studies show that augmented reality (AR) provides multiple benefits to science education, including learning gains, motivation to learn, and collaborative learning. However, while using AR largely depends on the teachers' willingness, existing literature lacks studies that identify teachers' intentions to use this technology. This study proposes a model to predict science teachers' intentions to use AR in their classes. Our model merges the Theory of Planned Behavior and the Unified Theory of Acceptance and Use of Technology 2. It includes nine hypotheses that were tested with 451 science teachers from different cities in Turkey. The results indicate that our model identifies the factors affecting teachers' intentions to use AR with a stronger explanatory power than the referenced theories. Besides, all hypotheses within the proposed model were statistically supported in determining antecedents of science teachers' intentions. Finally, the study contributes to the theory and practice by focusing on the psychological aspects required for explaining science teachers' intentions to use AR.