This article is an extract of one of the objectives from a PHD study titled “A Problem-Solving ICT education approach and its implications on the teaching and learning mathematics in selected secondary schools of Central Province, Zambia.” In this 21st century, learning institutions globally have realised the significant role information and communication technologies (ICTs) play in the delivery of quality education to majority citizens. The Zambian education system like many countries have jumped onto the wagon of implementing and adopting ICTs in the education curriculum later on in all public schools. Although some minimal successes have being recorded especially in schools situated in urban areas, the effective, efficient and full implementation still faces huge battles such as deficits in electricity supply, lack of ICT tools and incapacitation in adapting to ever improving and newly developed technologies to mention but a few. Other than the above highlighted challenges, there has been another silent problem hindering the full implementation of ICTs in Zambian schools. This latent challenge is associated with pupils’ and teachers’ perceptions towards the use of ICTs in the teaching and learning Mathematics. Therefore, this study sought to establish pupils’ and teachers’ perceptions towards integrating ICTs in schools. The study used a descriptive research design which employed qualitative and quantitative research approaches. Questionnaires and interview guides were used to collect data from pupils and teachers respectively. A sample of 150 participants was employed in this study. Further, in order to accord equal chance to every pupil to participate in the study, a stratified random sampling procedure was used to select pupils while teachers were purposively chosen. The statistical package for social sciences (SPSS) and excel were used to analyse quantitative data while thematic analysis was employed to analyse qualitative data. The findings from the study revealed that both pupils and teachers showed a positive perception towards the use of ICTs in the learning and teaching of mathematics. Despite both teachers and pupils holding a positive perception, pupils were more appreciative of the benefits of integrating ICTs in their mathematics lessons as compared to teachers. However, the use of ICTs in the learning and teaching of mathematics were hampered by a considerable number of challenges such as lack of ICT facilities, unsupportive curriculum, high cost of procuring and maintaining ICT tools and lack of internet connectivity to mention but a few. Based on the findings of the study, three major recommendations emerged: Firstly, government through the Ministry of General Education (MoGE) should provide adequate teacher training in ICT skills and ensure that both pupils and teachers have access to computers and internet facilities. Secondly, the Ministry of General Education in collaboration with school authorities, Parent-Teacher Associations (PTA) and the private sector should promote other ICT facilities such as television, radio, CDs, DVDs, overhead projectors and videos rather than just concentrating on computers and internet resources which are not only expensive to acquire and maintain but also unavailable especially in rural school. Thirdly, ICT being a practical subject, schools should allocate adequate time for both learning theory and more importantly conducting ICTs practical.