This paper begins to answer one of the research questions in a qualitative, comparative case study which investigates teacher educators’ perspectives regarding Information and Communication Technology (ICT) adoption and integration within English language teacher education programs in the Mekong Delta (MD), Vietnam. The research questions set out to examine the current policy regarding ICT adoption and integration, lecturers’ ICT adoption, and the factors that impact on the lecturers’ uptake of ICT innovation. There were twenty two participants who completed the questionnaires, eleven of whom contributed also to semi- structured interviews. In addition to findings about the influence of ICT infrastructure and facilities, indications are that professional development for teacher educators is essential. The implication is for policy makers and educational administrators to support and encourage staff to adopt and integrate ICT in their teaching practices and to be aware of possible drawbacks of using ICT in English language teaching.