This study investigates the factors influencing the integration of information literacy into teaching practices among elementary school teachers in Taiwan, particularly following the COVID-19 pandemic and the introduction of new national curriculum guidelines. Utilizing Hierarchical Linear Modeling (HLM), this research examines the effects of both teacher-level and school-level factors on the integration process. A sample of 1,766 teachers from 117 elementary schools was analyzed through a multistage cluster sampling design. In addition, qualitative interviews provided deeper insights into teachers' perspectives. The results reveal that administrative support, workload arrangements, professional development opportunities, and government policies at the school level significantly impact the integration of information literacy. At the teacher level, factors such as gender, experience, educational background, and attitude play crucial roles. The study's findings offer valuable recommendations for policymakers and school administrators to enhance information literacy integration in educational settings.