Integrating Information and Communication Technology (ICT) into the learning process is becoming increasingly crucial due to its potential to personalize and enhance learning engagement and experiences. This study investigated preservice science teachers' (PST) perceptions of ICT competencies for learning at Nnamdi Azikiwe University, Awka. Three research questions and two hypotheses guided the study. A descriptive survey approach was used in the study with a population of 1,328 and a sample of 281 PSTs, respectively. The data for this study were collected electronically using an online-based ICT Competencies Questionnaire (Google form) adapted from de Guadalupe Arras-Vota and Muñoz-Repiso (2011). Using Cronbach's alpha reliability technique, the questionnaire demonstrated an overall high-reliability coefficient of 0.90, with subscale reliability coefficients of 0.74, 0.76, and 0.89 for basic, application, and ethical competencies, respectively. The study's questions were addressed using weighted average mean and standard deviation, and the hypotheses were tested at a 0.05 significant level using oneway ANOVA. The study's findings showed a mixed picture of ICT competencies perceptions among the investigated PSTs. Additionally, the findings revealed no gender disparities in PSTs' perceptions of ICT competencies for learning. However, significant differences emerged across academic levels, with third and fourth-year PSTs exhibiting significantly higher perceptions of basic and application ICT competencies than first-year PSTs. Based on the findings, it was recommended that the Faculty of Education at Nnamdi Azikiwe University, Awka, should integrate structured ethical ICT training into the curriculum.