Integrating Information and Communication Technologies (ICTs) into teacher education is the key to equipping and producing professional teachers as well as improving the pedagogy. This study therefore investigated the perception of integrating ICTs in pre-service teachers’ education programme (TEP) in Federal College of Education, Osiele and Tai Solarin College of Education, Omu, Ogun State, Nigeria. The study adopted the descriptive survey research design to investigate the background of the research problem and get the required information to carry out further research on the study. Data were collected using Pre-Service Teachers’ Perceptions of Information and Communication Technology Integration Scale. A total of 370 participants were selected through stratified random sampling technique from a population of 9,355 pre-service teachers in the selected colleges of education. Results revealed that future teachers have misconceptions around the usefulness of some ICTs in TEP and that there is not enough modeling of ICT pedagogy, both in schools and in the TEP. Also, there is a significant difference in the perceptions of teacher-trainees regarding the integration of ICT in TEP based on type of the programme, (t-cal = -2.345; df =368; p< .05). Pre-service teachers have to realize that ICTs have come to stay in their programme. They need to develop more confidence in their individual ability in becoming computer literate and technology-savvy teachers in order to remain relevant in the modern day information age.