The present research is an endeavor to examine whether EFL teachers' school climate, TPACK, and attitude interact with teachers' success in technology integration throughout their teaching process in EFL classes. To this end, data were collected from 209 Iranian EFL teachers. The results from conducting a series of Pearson correlations indicated a significant association between teachers' TPACK and attitude and their technology use. Moreover, a significant relationship was found between school climate and teachers' attitudes. Considering direct and indirect relations, structural equation modeling was employed so as to examine the relationship among the variables (i.e., school climate, TPACK, attitude, and technology integration). The results of this phase indicated that TPACK and attitude significantly predict technology integration. Considering the indirect path coefficients, it was confirmed that school climate predicts technology integration mediated by teachers' attitude. The findings are discussed in light of the available literature and suggestions are provided for further research.