There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The integration of ICT into education provides opportunities for teachers and students to work better in a globalized digital age, particularly in teaching and learning environment, where teaching and learning can take place anytime and anywhere, 24-hours seven days a week. The purpose of this article is to identify the factors that influence teachers' decision to integrate ICT in teaching and learning. The study is chosen because of the strategic importance of ICT in education and particularly, its immense potential, to transform the ways in which teaching is carried out in the classroom. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. The present article aims to fill this gap by using in-depth case studies, conceptualized within the grounded theory method to develop a model that will explain and enhance the understanding of the factors influencing teachers' integration of ICT in teaching and learning. The diffusion theory will provide the theoretical foundation for this study.