The study investigates the utilization of Information and Communication Technologies (ICT) by B.Ed. trainees in teacher education programs. A structured questionnaire was administered to a sample of B.Ed. trainees to assess their frequency, purpose, and proficiency in using various ICT tools such as computers, the internet, multimedia, and educational software. Data were analyzed using descriptive and inferential statistics to identify patterns in ICT usage and differences based on gender, academic performance, and teaching specialization. Findings reveal that while most trainees have access to ICT resources and demonstrate basic proficiency, their usage for instructional planning and innovative teaching methods is limited. The study highlights the need for integrating ICT training more effectively into teacher education programs to enhance digital competency and improve teaching-learning outcomes.