This qualitative and exploratory case study sought to examine if and how implicit theories influence the implementation of information and communication technologies (ICTs) in the language classroom in Chile. To achieve this goal, data was gathered from nine experienced university instructors in English as a Second Language. Based on semi-structured interviews, a self-assessment skill survey, a record of the equipment available and document analyses, the authors' findings are presented in three sections: perceived affordances of ICTs, use of ICTs in practice and challenges for implementation of ICTs. They set out and discuss each theme, and conclude with suggestions for further research and pedagogical implications.