The research examined the effect of professional characteristics on the awareness among middle-school science educators regarding the teachable potential of augmented reality. 90 females working as educators at Al-Kharj, Saudi Arabia, were randomly selected from the sample pool of 120 participants to fill out a descriptive survey questionnaire. Awareness was gauged through the application of the researcher-created questionnaire measuring perceived affordances, curricular alignment, and intention to implement the technology. Reliability testing established strong internal consistency with Cronbach’s alpha = 0.827 and split-half reliability coefficient = 0.885. One-sample t-tests, descriptive statistics, analysis of variations by one way analysis of variances (ANOVA) with post hoc comparisons and interpretations on the basis of the five-point Likert scale were adopted to examine the data. Results showed an indiscriminately high awareness level scale (M = 4.06, SD = 1.09) among educators and the absence of significance on the basis of scientific specialisation and previous involvement with technology course work. Nevertheless, experience worked out to be a discriminating force in that more experienced educators showed more variability within their perception. Seasoned practitioners reported strong interest in the application of augmented reality to teaching but with tenure corresponding to some doubt about its teaching appropriateness. Implications state professional development programmes stratified on the basis of experience severity ought to be developed by learning institutions. Such programmes ought to utilize the validated questionnaire to identify needs through diagnosis, to monitor development through progress monitoring and to regularly review participants through the application of implementation components linked to the curricula.