Drawing on the Technology Acceptance Model (TAM), this qualitative study examines instructors' behaviors in using Facebook in their teaching practices. Participants were ten instructors enrolled at various departments of universities in Turkey. Interviews were analyzed in order to understand the instructors' Facebook use for educational purposes. Results indicated that access, management, cooperation-socialization, sharing, and motivation were the main factors affecting instructors' behaviors in using Facebook for educational purposes. While usefulness was prominent, ease of use was also frequently addressed in terms of TAM elements. Considering TAM, some external factors such as students' use and social pressures were also influenced instructors' intention and attitudes toward using Facebook in their classes. The implications of notable findings and directions for future studies are discussed.