This paper reports a descriptive research study on the integration of ICT and pedagogy in the colleges of the Royal University of Bhutan. It investigates whether ICT is integrated into the pedagogy and, if so, in what way. The study identifies the use of a Virtual Learning Environment (VLE) as the key technology, which is used as part of ICT-integrated pedagogy. However, the VLE has been found to be confined to be a platform where sharing of items such as work plans, module descriptors and uploading assignments have been done. The actual interactive teaching/learning via VLE is considerably low. Besides the aforementioned use, only a few of the lecturers are found to be using the VLE for discussion, class tests and quizzes. The concepts and application of learning design or instructional design are confined to a few lecturers. Mixed method approach has been used to collect data. For data analysis Braun and Clarks thematic analysis has been used to analyse the interviews. From the study it has been found that the status of ICT-integrated pedagogy in higher education in Bhutan is at an early stage and is affected by low-speed Internet connectivity and a lack of adequate resources as well as training in ICT-integrated pedagogy. However, lecturers are found to be motivated by the perceived potential of technology.