This paper presents the results of a study carried out on some primary and secondary schools of Yaoundé, Republic of Cameroon. The said study aimed at analyzing and evaluating the use of ICTs by teachers in the Cameroonian school system. More precisely, it sought to identify the types of ICTs used by teachers, to evaluate the state of equipment of those schools and the state of training of the teachers in the use of ICTs in teaching. Moreover, it sought to bring out the different uses of ICTs in and during teaching, the results of their use, the difficulties encountered by the teachers on the field, and, considering their multiple advantages, (Béché 2012; Lebrun 2002), to propose the measures for their promotion in the Cameroonian school system.