This article presents the results of a study, undertaken from a phenomenographic perspective that examines teachers' conceptions of Information and Communication Technology (ICT) in the workplace. Twenty-three teachers from three Technical and Further Education institutions in Australia participated in semistructured in-depth interviews where they discussed their experiences regarding how ICT is being used in the professional workplaces for which they prepare their students. Interviews were analyzed using an iterative process. The outcomes revealed that ICT in the workplace is conceived in three qualitatively different ways: using ICT for various regular work-related tasks; helping accomplish a job more effectively; and using ICT as an essential tool in professional activities. Three dimensions of variation--accessing and receiving information, communication, and professional development--were identified and explored to establish relationships among the categories of description. These findings provide useful knowledge for minimizing the gap between teaching in vocational institutions and workplace practices. They inform ICT integration in vocational education programs and Technical and Further Education teachers' professional development.