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Present study aimed to investigate teachers’ pedagogical beliefs and knowledge towards the integration of ICT into classroom. Quantitative method was applied to collect the data through Teacher Belief Scale (TBS) (Woolley et al., 2004) and teachers’ knowledge on ICT by Factors Affecting Teachers Teaching with Technology (SAF-T3) developed by Papanastasiou and Angeli (2008). Data was collected from 100 elementary school teachers. The results were analysed statistically through calculating mean and standard deviation. The findings reveal that teachers held hold weak constructivist pedagogical beliefs (mean, 2.76). However high mean score towards traditional pedagogical belief (mean, 3.71) was identified. Teachers showed high level of knowledge only for internet, word processing and email, with highest mean score 3.38, 3.35 and 3.17 respectively, however, lack of knowledge in 11 areas of ICT (out of 14, mentioned in knowledge scale) were identified. Studying pedagogical beliefs and level of ICT knowledge as factors towards integration of ICT into pedagogy was beneficial as these were identified strong predictors in the literature. Teachers hold traditional pedagogical belief and their level of ICT knowledge was minimal that needed to be addressed by professional development institutions. Current study contributed to the existing body of literature about the integration of ICT into pedagogy in developing countries, and suggested further research in this area.