This study examines the roles of teachers’ attitudes toward L2 interaction and their own communication orientations (i.e., L2 WTC, self-perceived communicative competence, and communication apprehension) in their teaching intention and behaviors. The study sample comprised 444 teachers of English teaching at high schools in northern Taiwan, and a questionnaire of six Likert-type scales was used for data collection. The results show that teachers’ attitudes toward L2 classroom interaction and their L2 WTC are predictive of their instructional willingness and behaviors pertaining to integrating L2 interaction into their classroom instruction. Further, teachers’ self-perceived communicative competence, L2 communication apprehension, and L2 WTC served as significant sources of teachers’ attitudes toward L2 teacher–student interactions, whereas only L2 WTC was a predictive factor of teachers’ attitudes toward student–student interactions in the classroom. The results have both pedagogical and research implications.