The integration of Information and Communication Technology (ICT) in education has transformed teaching and learning globally, offering tools such as computers, interactive whiteboards, and online platforms that enhance lesson delivery, foster student engagement, and promote independent learning. In Nigeria, despite government initiatives like the Nigerian ICT Policy and partnerships with private organizations, ICT adoption at the secondary school level remains limited due to inadequate funding, insufficient facilities, and lack of teacher training. Teachers’ attitudes toward ICT play a crucial role in its effective implementation, as positive perceptions and adequate knowledge correlate with the adoption of innovative instructional practices, while negative attitudes or limited skills hinder technology use. This study investigates teachers’ attitudes toward integrating ICT in junior secondary school classrooms in selected schools in Ilesa, Osun State, Nigeria. By examining how teachers perceive and utilize digital tools, the research aims to identify factors influencing ICT adoption and offer recommendations for improving technology integration in Nigerian secondary education. Findings are expected to inform policy development, teacher training programs, and strategies to enhance the use of ICT in promoting quality education and equipping students with essential digital competencies.