Over the past few decades, information and communications technology (ICT) has been used in changing the traditional education system. It has helped to improve the quality of education and the overall teaching-learning process. Unfortunately, many teachers still do not use ICT effectively; or, even if they use ICT, it is not integrated into their pedagogy in a meaningful way. In most developing countries, including Bangladesh, integrating ICT in education is thwarted by many factors, and the success of ICT implementation is dependent on addressing all of these co-related barriers. Identification of these problem areas can help in improving teacher training and policy-making. This article identifies barriers that are affecting the proper implementation of ICT in the Bangladesh education system.