A mixed-method study was carried out to investigate how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Teacher data were categorized by grade level, discipline, and teaching experience. Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided. Study data suggest that membership in a community of practice may be one way to increase learner-centered ICT integration. (Contains 3 tables and 3 figures.)