The purpose of this study is analyzing whether teachers' place in ICT integration process varied according to their age, aducation level, ICT use and ICT training. The population of the study was 590 teachers from Basic Education Project schools in Ankara. Data were collected through a survey developed by the researchers. Frequency, percentage distribution, t-test and one-way variance analysis (ANOVA) were used in analyzing data. The results of the study revealed that there were significant differences among the teachers' ICT integration into teaching-learning process in terms of their age, education level, duration of ICT usage and ICT training. It was found that while teachers mostly use word processing and Internet applications in their basic, administrative, and instructional tasks, they rarely use databases, graphic and drawing programs. In addition, the lack of computer and Internet technologies in classrooms and lack of knowledge on how to use ICT in teaching are the most important obstacles expressed by teachers.