3D printing consists of novel technologies that raised high expectations about their future impact on economy and society. However, despite major efforts of manufacturers and governments to promote the technology, the adoption rate is still low. Among others, the absence of appropriate technology education is considered a major hurdle for adoption. The main goal of this paper is to investigate the behavioral intention of high school teachers to use these novel technologies in class. We propose applying the unified theory of acceptance and use of technology by integrating anxiety and attitude toward using technology. Data from 103 high school teachers is utilized to empirically validate the conceptual model. The results show that performance expectancy, facilitating conditions, anxiety, and attitude toward using technology significantly affect the adoption of novel technology. Contrary to expectations, effort expectancy and social influence do not affect the behavioral intention. Thus, the study adds to prior knowledge by underlining the need for further investigation of the relevance of anxiety and attitude toward using a novel technology in individual adoption processes.