Dynamic geometry environments (DGEs) provide computer-based environments to construct and manipulate geometric figures with great ease. Research has shown that DGEs has positive impact on student motivation, engagement, and achievement in mathematics learning. However, the adoption of DGEs by mathematics teachers varies substantially worldwide. This paper described Macau secondary schools teachers’ intention to use DGEs within the theory of planned behaviour (TPB). Using the structural equation modelling approach, results revealed that subjective norm and perceived behavioural control were significant positive predictors of intention, while attitude was not. Further, perceived behavioural control had a significant and positive influence on teachers’ attitudes, whereas subjective norm did not. Implications for theory and practice were given.