Students and teachers now have a wider access to information communication technology (ICT) than before but the presence of ICT in the classroom does not equate to improved student outcomes. For the successful integration of ICT the role of the teacher is critical, because it is the teacher who decides when, where, how, and who, will use ICT. Evidence from the literature examined is that there are a range of factors affecting Teacher ICT integration of mathematics in the classroom. This review identifies some of these factors and recommends areas for future research.