This study explores the determinants of K-12 teachers' intentions to learn AI, a critical yet under-researched area. Using a two-step structural equation modeling approach, the study analyzed survey data from 318 K-12 teachers in China. The findings indicate that perceptions of AI for social good and self-efficacy in learning AI are direct determinants of behavioral intentions to learn AI, while AI literacy and awareness of AI ethics are indirect determinants. AI literacy directly impacts perceptions of AI for social good, self-efficacy, and awareness of AI ethics, and indirectly influences behavioral intentions to learn AI. The study contributes to the limited literature on K-12 teachers' AI learning by integrating AI literacy and ethical awareness into the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB). It highlights the importance of enhancing teachers' AI literacy and ethical awareness to promote their willingness to learn and use AI in education.This study explores the determinants of K-12 teachers' intentions to learn AI, a critical yet under-researched area. Using a two-step structural equation modeling approach, the study analyzed survey data from 318 K-12 teachers in China. The findings indicate that perceptions of AI for social good and self-efficacy in learning AI are direct determinants of behavioral intentions to learn AI, while AI literacy and awareness of AI ethics are indirect determinants. AI literacy directly impacts perceptions of AI for social good, self-efficacy, and awareness of AI ethics, and indirectly influences behavioral intentions to learn AI. The study contributes to the limited literature on K-12 teachers' AI learning by integrating AI literacy and ethical awareness into the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB). It highlights the importance of enhancing teachers' AI literacy and ethical awareness to promote their willingness to learn and use AI in education.