The provision of quality education is essential for achieving Kenya’s Vision 2030 and for developing globally competitive human capital. The Kenyan government recognizes that the successful realization of this goal requires the integration of Information and Communication Technologies (ICTs) in education. Even though the government of Kenya is making progressive effort towards successful integration of ICT in education there are challenges in regard to inadequate ICT infrastructure, provision of ICT equipment and little support for teachers’ professional development. On this viewpoint, the current study evaluated teacher practices on integrating ICT in teaching and learning in lower primary grades in public primary schools in Siaya County, Kenya. The philosophical underpinning of this study was constructivism adopting a qualitative approach with phenomenological research design. The target population consisted of 1968 teachers of lower primary grades, 656 primary school head teachers and 1 County Quality Assurance and Standards Officer (CQASO). A sample size of 24 lower primary grade teachers, 12 head teachers and one CQASO were purposively selected to participate in the study. In-depth interview, observation protocol and document analysis guide were used to collect data. Data was thematically analyzed. The findings revealed that, there was a limited understanding of ICT integration in teaching and learning, a challenge with equality in ICT resources among public schools and that there was a lack of instructional skills among teachers necessary for the successful ICT integration in Siaya County. Therefore, the study recommended that, the government should provide strategies and mechanisms to increase ICT infrastructure and provide more ICT equipment and necessary professional support to teachers for a better outcome.