This paper provides an overview of the findings from three recent empirical studies conducted by the authors’ research laboratory, and which collectively examine several different aspects of employing augmented reality (AR) technologies to support K-12 instruction. The first study examined the use of 3D printers to design and fabricate custom AR headsets that are intended for use by middle school students learning STEM content. The second study examined inservice teachers’ concepts for using AR to support their lesson-plans, and the third study examined preservice teachers’ conceptions of how they would use AR to support their future lesson-plans. Cumulatively, these three studies provide the groundwork for future research continuing this line of inquiry that examines the optimal conditions and supports for effectively incorporating AR into the K-12 classroom.