The importance given to information and communications technology integration (ICT) into language learning and teaching has been recorded over and over again by teachers, learners, curriculum makers and stake holders. It is highly appreciated if teachers can make use of technological tools in accordance with learning goals, learner needs and learner outcomes. Considering this fact, the researcher delves into the perceptions and practices of English student teachers about ICT integration into language classes. Data were collected with lesson plans, Triple E Rubric and interviews. The findings indicate that the participants both favor and disfavor ICT due to some advantages and disadvantages. It is not denied that they are showing great effort for using technology however it can be implied that they do not have adequate awareness and capability to integrate ICT to meet learner needs or goal requirements. The reasons will be discussed and some pedagogical implications will be presented along with a tentative system for the inclusion of ICT-based practices into EFL pre-service education.