This paper investigates the readiness degree among in-service science teachers in Ma'an Governorate for integrating augmented reality in teaching according to Technological, Pedagogical and Content Knowledge TPACK framework and its domains. The study sample consisted of (60) in-service science teachers enrolled voluntary in the study. The researcher used descriptive statistics, ANCOVA and T-test. The data analyses revealed significant differences among teachers' readiness in a high degree. Paired sample t-test showed female teachers' readiness higher than male teachers at all of the TPACK the domains. Results of ANCOVA revealed that experience of teachers' readiness do not differ significantly. The study recommended the focus on integrating augmented reality within learning environments.