The study investigated how the Self-Efficacy Beliefs (SEB) of teacher educators in Colleges of Education in Ashanti Region of Ghana influenced their actual use of ICTs in teaching prospective teachers. Employing a mixed methods descriptive survey design, the views of 115 teacher educators were randomly sampled on a closed ended Likert-type scale questionnaire. A convenience sample of thirteen (13) of the teacher educators were subsequently observed for their actual use of ICTs in their teaching. The data were then subjected to frequency counts, percentage, and mean and correlational statistics analyses. The results indicated that the teacher educators were not certain on their ability to use ICTs in their teaching, besides not actually using such tools in their teaching. Furthermore, it can be inferred from the analyses that the lack of belief in their ability to use ICTs to teach translated into the teacher educators not actually using these tools in their teaching. It is recommended that the Colleges of Education collaborate with the government and T-TEL to empower the teacher educators through pedagogical training to enhance their ICTs self-efficacy beliefs and actual use.