In order to gain insight into the factors that make up primary school teachers' attitude toward using technology for stimulating higher-order thinking, we conducted two separate literature reviews on teachers' attitudes toward (1) using technology (78 articles) and (2) stimulating higher-order thinking in students (18 articles). To structure the potential underlying constructs constituting teachers' attitudes in these two contexts, we used the Theory of Planned Behavior. We identified nine factors related to primary school teachers' attitudes toward using technology in their teaching and four factors related to primary school teachers' attitudes toward stimulating higher-order thinking. Furthermore, we found that it was not always possible to establish the impact of each factor on teachers' intended or actual use of technology and behaviors stimulating higher-order thinking, respectively.