<p>This study explores the infrastructure, teacher competence in ICT, and curriculum knowledge gaps in ICT teaching practices in secondary education in Bangladesh. A survey research design is employed in this study, and data is generated by distributing questionnaires to 216 conveniently selected teachers from 40 secondary institutions across Bangladesh. Descriptive statistics like mean, frequency, and percentage are calculated, and output frequency graphs are generated to illustrate the findings. Findings indicate that class size, inadequate infrastructure facilities including a lack of computer teachers, computer laboratories, and limited access to computer laboratories are significant challenges to effective ICT teaching. Additionally, many institutions require an improved electricity supply and multimedia facilities to support effective ICT teaching. While some teachers utilize digital content and multimedia in ICT teaching, many struggle to use these technologies effectively due to limited ICT knowledge and skills. Many institutions lack computer and multimedia projectors and face continuous electricity supply and internet access challenges. The study’s findings also reveal that many teachers have not received any computer training, and some lack a clear understanding of the ICT curriculum. Therefore, it is imperative to provide training for ICT teachers to enhance their effectiveness and skill in teaching ICT. The findings of this study are expected to contribute to future strategic planning and policy-making regarding ICT teachers and ICT teaching in secondary institutions in Bangladesh.</p>