The study aimed to evaluate teachers' utilisation of Information and Communication Technology (ICT) in education. The study employed a descriptive design. The population consisted of 1,700 basic school teachers in the Sekondi-Takoradi Metropolitan Assembly of the Western Region in Ghana. A sample size of 313 teachers based on the Krejcie and Morgan Table, and the sampling was done through the use of stratified and simple random techniques. A questionnaire was used as the data collection instrument. The research questions were answered using means and standard deviations. The hypothesis was analysed with MANOVA. The study's findings showed that teachers generally possessed a high level of ICT competency, as indicated by the overall mean score (M = 2.97, SD = 0.874). The study revealed that teachers generally possessed a moderate positive attitude toward the use of ICT in teaching and learning (M = 2.53, SD = .579). Furthermore, the study revealed a statistically significant difference in teachers’ ICT competency and attitudes based on their class of teaching. The study recommends that teacher education institutions should strengthen ICT-related courses in their training programmes to ensure that pre-service teachers acquire adequate technological pedagogical skills before entering the teaching profession.