Synchronous digital media content is increasingly used by teachers in early years classrooms as teaching resources. A challenge for educators is the imposition and unpredictable nature of advertisements that appear alongside the online content. The informing literature confirms that educators see benefits and view some content in advertisements as being inappropriate for children. However, to date, there have been few studies that have investigated teachers' perceptions and responses towards advertisements in digital content. Through the lens of the theory of planned behaviour, this explorative, qualitative study will shed light on how five preschool teachers from Singapore perceive and respond to advertisements in their classroom. Data were collected through semi-structured interviews and video elicitation which were conducted online. Findings reveal that participants were aware of advertisements and find some useful while others were considered inappropriate. Participants believe that stakeholders were also aware of advertisements. Despite lack of training, participants develop their own response to manage advertisements. This study concludes that teachers have strong intentions to respond to advertisements when needed but their behaviours were limited by the unpredictability of advertisements and their content, and their confidence in managing the situation. This study helps in understanding how teachers perceive and manage the imposition and unpredictable nature of advertisements and the implications in their classrooms.