Teachers continue to face challenges with effectively implementing Artificial Intelligence (AI) tools as they become more common in the classroom. This study looks into how teachers’ adoption of AI is impacted by the Technological Pedagogical Content Knowledge (TPACK) framework. Findings show that while the intention to apply AI is predicted by a holistic TPACK profile, practical classroom integration is primarily influenced by specialized Techno-logical Pedagogical Knowledge (TPK). For instance, opposition to the adoption of AI can be correlated with high competency in traditional teaching approaches. This reinforces the necessity of professional development that focuses on real-life academic application rather than merely tool expertise in order to close the adoption gap.