The present study investigated the type of influence teachers' technological knowledge, technological pedagogical knowledge, anxiety, age, and years of experience have on their time spent on the MS Teams platform. 171 high-school EFL teachers from the public sector in the city of El Jadida, Morocco, were given a questionnaire adapted from Heinssen et al.'s (1987) computer anxiety rating scale and Watkins et al.'s (2004) EFL teachers' ICT proficiency scale. Results of the multiple regression analyses in SPSS revealed that EFL teachers' anxiety toward the platform mediated the influence of teachers' technological knowledge and technological pedagogical knowledge on their time spent on MS Teams and that teachers' knowledge is impacted by their age. We argue that Mishra and Koehler's (2006) technological pedagogical and content knowledge framework should incorporate the interference of affective factors in implementing technology in class.