DNA and DNA related technologies have become a part of daily life in the 210 century. In today's world, it is a necessity for science teachers to keep up with current changes in sciences and be able to teach the content in their classrooms. Such needs in consideration, professional development programs aim to help teachers during the transition from learning the content to implementing it in their own classrooms. Implementation is considered an indicator of success of professional development workshops. This study focuses on a DNA Fingerprinting Professional Development Workshop and investigates teachers' motivation to attend the workshop and their implementation intentions and behavior. The purpose of the study was to identify factors influential on attendance and implementation and contribute to behavior prediction models which can be used during the design of professional development programs.