This paper analyses the acceptance of augmented reality (AR) technologies in technical education based on the Technology Acceptance Model (TAM3) by Venkatesh and Bala (2008). The use of AR technologies, such as the Microsoft HoloLens 2 head-mounted display, has the potential to facilitate innovative teaching and learning methods. The utilisation of multimedia visualisation, remote service for the location-independent integration of expert knowledge and the possibility of hand interaction and voice control presents new avenues for exploration in the domains of learning and production. To investigate the acceptance of AR in the education and industry context, a total of fourteen individuals from both sectors were surveyed following a workshop. The survey focused on the following constructs of the Technology Acceptance Model 3 (TAM3): Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, Job Relevance, Behavioural Intention and Computer Self-Efficacy. The findings of this study provide initial insights into the acceptance limits and potential uses of AR technologies and make recommendations for their implementation in various contexts. In order to enhance the reliability of the results, it is recommended that the study will be repeated with larger samples and that the long-term effects of AR use will be investigated in order to develop sustainable implementation strategies.