At public high schools in Cayman, teachers need to improve their productivity and efficiency by using technologies that are simple and portable like their personal devices. Studies about bring your own device (BYOD) initiatives have revealed conflicting outcomes, and are lacking in the Caribbean and especially in Cayman. The purpose of this quantitative study was to determine the main factors related to teachers' willingness to adopt BYOD in public high schools in Cayman. The theoretical framework was the unified theory of acceptance and use of technology (UTAUT). This study employed a cross-sectional survey design using a modified UTAUT instrument, which captured quantitative data from 82 participants. The use of hierarchical multiple regression to analyze the data revealed that teachers' BYOD adoption could expand by increasing facilitating conditions, performance expectancy, effort expectancy, and decreasing perceived risk. This study reduces the gap in the literature about the unified theory of acceptance and use of technology and BYOD in the Caribbean and the Cayman Islands. It also provides evidence that perceived risk can increase its explanatory power of the unified theory of acceptance and use of technology. The study also contributes to a positive social change by revealing critical issues that administrators should address when devising BYOD policies and planning educational technology integration.