This study aimed at determining the relationships among teachers’ beliefs about, attitudes toward, and intention to use technology-based assessments (TBAs). These relationships were also compared among teachers with different degrees of usage. Based on the decomposed theory of planned behavior, this study collected questionnaire data from 494 high-school teachers who were classified into 3 groups: frequent users, occasional users, and nonusers. The results indicated that the models for the frequent and occasional users were similar, and confirmed the effects of attitude on the intention of teachers to use TBAs. However, perceived behavior control and subjective norms did not influence the intention of the included teachers.