This article presents the results of a study, undertaken from a phenomenographic perspective, which examines technical and further education (TAFE) teachers' conceptions of ICT-enhanced teaching. A cohort of 23 teachers from three TAFE institutions in Australia, participated in semi-structured, in-depth interviews. These interviews were used to identify the qualitatively different ways TAFE teachers understand and conceptualise of ICT-enhanced teaching. The interviews were analysed using an iterative process of reading and re-reading, and the seven steps of analysis process were followed. Through this process, five conceptions of ICT-enhanced teaching were emerged: to meet external expectations, to gain access to information and resources, as a delivery tool, a media for active learning, and to prepare students for future their profession. Likewise, four dimensions of variation were explored to establish relationship among the categories of conceptions, namely: the role of the teachers, the role of the students, the impact of technology on student and teacher knowledge, and who benefit from the use of ICT in teaching. The findings have highlighted new aspects of teaching in tertiary education and enhanced the existing teacher-centred and learning-centred framework of teachers' conceptions. This study provides useful information for people who work in the development of vocational education, teaching of industrial practices, and academic development programs. The study demonstrates the importance of further exploratory research to investigate relationship between teachers' conceptions of, and approaches to, ICT-enhanced teaching and students' conceptions of, and approaches to, ICT-enhanced learning in TAFE education.