This chapter sets the stage for the book by outlining the context and rationale for examining teachers’ Technological Pedagogical Content Knowledge (TPACK) and its application in classroom practice within the Singaporean educational landscape. It articulates the statement of the problem, highlighting the ongoing challenges teachers face in effectively integrating Information and Communication Technology (ICT) into their teaching despite policy emphasis and professional development efforts. The chapter clearly states the research purpose and questions that guide the study, focusing on understanding teachers’ perceived TPACK levels, how they integrate ICT in lesson design and enactment, and the alignment between their knowledge and practices. Furthermore, it underscores the significance of the study in contributing to the understanding of TPACK in authentic school settings and informing future teacher professional development initiatives. Finally, the chapter provides definitions of key terms essential for a shared understanding throughout the book, such as ICT.