Considering the widespread belief in the potential of mobile technology to enhance core activities of teachers, like lesson planning and preparation, limited research has been conducted on the use of mobile technology to support these activities. To address this research gap, this study delved into the acceptance of an intent-based chatbot specifically designed to aid preservice teachers (n = 92) during planning tasks. Using a combination of quantitative and qualitative methods and guided by the Technology Acceptance Model (TAM), findings indicate that Perceived Usefulness was a significant predictor of Chatbot Use, while the role of Ease of Use was more nuanced. Qualitative data analysis provided valuable insights into the factors that influence chatbot adoption or nonadoption, allowing for a contextualized understanding within the TAM framework.