This study investigated physical education teachers’ attitudes and practice towards technology integration into teaching physical education at the senior high schools level. Descriptive survey method was adopted for the study. Sixty respondents were sampled and administered a 26-items questionnaire of Physical Education Teachers’ Attitudes and Technology Practices Inventory of four factors examined on a Likert scale format. The instrument yielded a reliability scores using Cronbach’s alpha coefficient for each factor perceptions of relevance and importance of technology yielded (α=.68); physical educators’ teaching style and beliefs yielded (α=.72); physical educators’ technology proficiency and use yielded (α= .75) and contextual factors yielded (α=.70). The instrument overall yielded α = .75 for the internal consistency. Three research questions were answered, and hypothesis tested. Data was analysed using descriptive statistics and inferential statistics. The results revealed that respondents acquired requisite skills and training in technology, and also have competent level regards to technology integration. The results indicated that a strong relationship exists between teachers’ perceptions of importance/relevance and technology use (r =.316, p<.05). Also significant correlation was found between physical educators’ perceptions of importance/relevance and teaching style (r =.254, p<.05) on technology integration into teaching. A significant correlation was found between technology proficiency and teaching style (r =.272, p<.05). It was recommended that educational strategies should be redirected, and new educational models adopt to teach integrating technology that links the main components in the educational process.