This study was undertaken to examine and interpret how science teachers in Trinidad and Tobago use ICT devices and ICT-based teaching and learning activities in their science teaching. A total of 30 lessons taught by five different teachers were observed and analyzed using an interpretative research methodology to develop generalized observations. The findings revealed that in general, science teachers used ICT devices in most of their lessons but that ICT-based activities were used in only twenty per cent of the lessons observed. Interviews following the classroom observations revealed that teachers had fundamental knowledge about ICT devices, including several of the benefits and challenges of using ICTs to teach science. Interview analysis showed, however, that teachers did not feel confident using ICT-based activities in their science teaching due to lack of competency and creativity and the inability to develop meaningful and appropriate ICT-based activities. Teachers also indicated a lack of required technical support to implement these activities in their classrooms.