The current implementation of ICTs in schools is irreversible. Teachers being implementers of any change in the education sector need to adopt ICT into classrooms for they play an important role in learning and teaching paradigm shift. They must understand the potential role of technology in education and they should become effective agents to be able to make use of technologies in the classroom. However, with the great emphasis put on the importance of ICT implementation in schools, little is known about teachers’ attitude and preparedness in adapting to the new ways of learning and teaching. The objective of the study was to find out teacher related factors that influence access to ICT by learners with VI in schools. The study adopted descriptive survey method. The study targeted 3 public primary schools for learners with visual impairment and 80 teachers in Kiambu, Meru and Mombasa counties. Purposive sampling and stratified random sampling were used in drawing the samples. The samples consisted of 3 primary schools for learners with VI and 9 teachers. Data collection instruments were questionnaires. Content validity was determined by seeking expert review from members of the special needs education department. The instruments were submitted to experts iteratively for consideration and their suggestions on different items used to refine them increase validity. Split-half test of reliability was used to establish the reliability of the instruments. A correlation co-efficient of 0.75 was achieved which indicated a high level of consistency. Quantitative data were analyzed using descriptive statistics. The study found that ICT enjoyed full support from the teachers. It was seen as an essential tool and instructional aid in supporting teaching and learning. It was seen as a relief to teachers and it made them better professionals. However, majority of the teachers were for the view that they needed more training to allow them have confidence in the integration of ICT in teaching and learning. The study recommended that more training of teachers on new technologies was essential.