Technology integration promises better quality in education. This integration is challenging to accomplish, especially for teachers in a developing country like Nigeria where the demand for education remains a struggle in the face of dwindling resources. The technological pedagogical content knowledge (TPACK) framework promotes designing strategies suitable for the teachers' needs. Therefore, in order to determine the readiness of the Nigerian teachers for technology integration, this study examines the Nigerian teacher educators' (N=136) TPACK and the relationship among the constructs using self-completion survey and partial least square techniques. The results reveal that among the seven knowledge constructs, the teachers' technological, pedagogical, and technological pedagogical knowledge are the most significant predictors of their TPACK. The theoretical and practical implications of the result are discussed thereafter.