The purpose of this study is to determine the attitude of in-service science teachers towards information communication technology (ICT) in education. The study explores the relationship between in-service teachers and four independent variables: their attitudes toward computers; their cultural perception of computers; their perceived computer competence; and their perceived access to computers. Attributes like gender, age, income, teaching experience and teaching methods are investigated. The results of the study show that 92 per cent of the respondents have a positive attitude towards computers. In-service teachers' attitudes are correlated with computer attributes, cultural perceptions and competence, but not with computer access. These findings suggest that computers in secondary and tertiary education improve the quality of teaching. In addition, infrastructure is identified as a constraining force in the implementation of ICT in the science classroom. (Contains 7 tables.)