The following report is the result of a preliminary investigation in the development of a theoretical framework for investigating ICT integration, particularly in TESL (Teaching of English as a Second Language) teacher training. The study is primarily an empirical effort to develop a theoretical framework for investigating ICT integration in TESL teacher training. In identifying the predictive variables for the framework, the researchers conducted an intensive review of the literature which included a review of various models used in studies on ICT integration. The contributing variables identified in the present study were age, gender, experience, ICT proficiency, attitude, access to ICT infrastructure, support services, and exposure to ICT professional development programmes. In developing the framework, the study sought to determine the extent to which the observed variability in ICT integration could be predicted by these factors. The sample comprised 266 respondents working at the faculty or English Language Unit in various teacher training institutions across the country. The study predominantly employed quantitative methods of data collection. Interview data was used to corroborate information derived from the survey data.