Colleges invest significant amounts of time and money to acquire modern information and communication technologies (ICT) to facilitate faculty use of ICT to improve teaching, yet little research has been done to measure faculty perceptions of its effectiveness and use. The purpose of this quantitative, nonexperimental study was to investigate the relationship between ICT integration into teaching and faculty perceptions of ICT use to improve teaching. The research questions sought to measure the frequency of ICT integration in college teaching and the perceptions of faculty of its effectiveness. The study also sought to determine if a correlation existed between faculty beliefs and practices regarding ICT integration, and whether there were differences across gender, disciplines, technology experience, and teaching experience in faculty perceptions and use of ICT. Constructivism, Banathy’s systems design of education, and Roger’s theory of diffusion of innovation provided the theoretical foundations for this study. A sample of 203 faculty members from 4 Canadian colleges participated in this survey-based, research. Survey data were analyzed using descriptive statistics, correlation analysis, and MANOVA. The results of the correlation analysis identified a significant inverse relationship between beliefs about ICT integration and practice in the classroom. The result of the MANOVA tests indicated significant differences across gender, discipline, technology experience, and teaching experience with the use of ICT in the classroom to improve teaching and learning. These findings may be used to promote positive social change through the integration of ICT into curriculum, the encouragement of ICT training for college instructors, and the development of technology plans to establish more effective ICT integration practices.