Teachers' familiarity and motivation with Artificial Intelligence play a significant role in determining the adoption of Artificial Intelligence-based tools in education. Research has shown that teachers who are familiar with AI technology and perceive its benefits are more likely to adopt AI-based tools in their teaching practices. The study investigated the relationship between teachers' familiarity and motivation with Artificial Intelligence (AI) and their adoption of AI-based tools in education. The population of the study comprised of all teachers in public secondary schools in Ibadan North Local Government Area. A sample of 200 teachers was selected from 10 public secondary schools in Ibadan North Zone 2 Local Government Area using a stratified random sampling technique. The questionnaire consisted of 30 items, including demographic information, perceived benefits and challenges of AI implementation, and factors influencing AI adoption. The reliability of the questionnaire was determined using Cronbach's alpha coefficient. The data was analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The results show that teachers' familiarity with AI (r = 0.63, p < 0.001) and motivation to use AI-based tools (r = 0.71, p < 0.001) are significantly correlated with their adoption of AI-based tools. Multiple regression analysis revealed that teachers' motivation to use AI-based tools (β = 0.43, p < 0.001) was a stronger predictor of their adoption of AI-based tools than their familiarity with AI (β = 0.25, p < 0.01). The study concludes that teachers' motivation to use AI-based tools is a crucial factor in determining their adoption of AIbased tools, and that educational institutions should provide teachers with training and support to enhance their motivation and familiarity with AI.