<p>Digital technologies play an increasingly important role in teaching and learning. Research potential lies in identifying factors that contribute to technology-enhanced teaching quality. The current study integrates assumptions of the technology acceptance model (<i>TAM</i>) and the situated expectancy-value theory (<i>SEVT</i>) into one framework to identify such factors. Along with the TAM, we investigate how factors like teachers’ technology-related self-efficacy and technology-related teacher training relate to technology-enhanced teaching quality. Based on SEVT, we also consider the role of psychological factors such as the perceived usefulness and costs of technology usage in class. We draw on a sample of <i>N</i> = 322 teachers from primary and secondary schools in Germany who participated in an online survey. Path models show that perceived usefulness, frequency of technology-related in-person teacher training, teachers’ technology-related self-efficacy, teachers’ gender, and schools’ technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality. Understanding the factors that contribute to technology-enhanced teaching quality is relevant for designing educational settings that enhance the quality of teachers’ digital technology usage in class.</p>