Research studies in the past years show that Information and Communication Technology is an effective means for boasting educational opportunities, but most teachers neither use this technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers' decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT in teaching and learning Computer studies is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all. The purpose of this study was to investigate factors effecting the use of ICT in teaching and learning Computer studies in Ohaukwu Local Government Area of Ebonyi State. Multiple methods of data collection were used. First, data were collected through individual interviews, observation method, Finally, document analysis was used. As a result, the study concluded that both home and school environment factors collaborate to effect the use of ICT in learning and teaching computer studies in Ohaukwu L.G Area. Recommendations are made for attention to be given to these factors by all educational stakeholders.