This work presents an investigation of ICT policy of AA U and preparedness of College ofrnEducation to integrate ICT into the teaching-learning process. The ICT policy of thernUniversity and the readiness of the administrative bodies of the College of Education tornintegrate ICT were investigated using interview and document analysis. Preparedness ofrnthe teaching staff of the College of Education in terms of ICT use, awareness of emergingrnICTs, attitude towards ICT and competency(skill) in the use of emerging ICTs werernstudied using questionnaire. The data obtained through interview and document analysisrnwere analyzed qualitatively while the one obtained through the questionnaire wasrnanalyzed using frequency tables and graphs. It was found that ICT policy is currentlyrnnon-existent at AA U It was, however, found that the University was on the way ofrndeveloping ICT policy. The .findings also showed that the majority of the teaching staffrnwere using ICTs particularly computers (96.9%) and internet (95.7%). Most of thernteaching staffs (93.4%) were found to be using computers daily. As of the competence ofrnthe teaching staff on some of the basic ICT applications the study exhibited that thernperception of the majority was promising especially on word processing, emailing andrninternet browsing. The teaching staff and the management team were also found to havernpositive attitude towards ICT in education. An investigation of the College'srninfrastructure readiness revealed that there was a serious problem of access to ICTs byrnthe students i.e. the current ICTs were only serving the teaching staff and thernadministrative offices. The ICT integration level -at AA U, College of Education was seen in light of a proposed ICT integration model. It was f ound that the characteristics of thernCollege of Education resemble a typical institution at the first phase, Emerging Phase, ofrnthe proposed ICT integration model. It was, so, recommended that the College ofrnEducation needs to work hard to meaningfully integrate ICT into the education sy tem sornthat movement to the next phases, applying, integrating and transforming could bernpossible