This study explored the strength and mechanisms of the intention-use link in the Technology Acceptance Model (TAM), based on data from a sample of 198 in-service college-level foreign-language teachers in China. Its sequential explanatory research design involved, firstly, a quantitative approach to examine the structural relations among the TAM's variables, using path analysis on survey data; and secondly, qualitative interviews with a purposive sub-sample of 16 of the same teachers, aimed at identifying potential influences on the intention-behavior gap in their student-centered technology use. Analysis of the quantitative data indicated a significant relationship between the teachers' "intention to use technology" and their "teacher-centered technology use" of technology, but a non-significant relationship between "intention to use technology" and their "student-centered technology use." The qualitative data revealed that facilitating conditions, prior experience with technology and technological pedagogical content knowledge (TPACK) were the main obstacles to the interviewees' student-centered technology use. Other factors also played a role in educators' intention-use gaps, including habit, beliefs in students, Chinese teaching culture and assessment pressure.