The adoption of ICT to transform pedagogical practices is a complex phenomenon. Studies located within the Global South countries suggest that overcoming socio-economic and technological problems will lead to improved forms of teaching. Based on a phenomenographic study located in the context of a Pakistani university, we offer a different view of this body of literature. Firstly, we will argue that no matter how well established the technological infrastructure, not all teachers will adopt ICT with the aim of encouraging higher-level learning experiences. Secondly, a closer investigation of variations in teachers’ prior exposure to technology, along with their beliefs as to the pedagogical use of teaching material and role of technology, is needed to better understand why teachers within the same higher education institution come to understand and use ICT differently. We offer insights that could be useful in designing professional development opportunities to support teachers in developing a complex pedagogical relationship with ICT.