The purpose of this study was to examine the challenges in using ICT among secondary schoolrnteachers in Yeka Sub-city, Addis Ababa City Administration. Furthermore, the study investigatedrnthe opportunities teachers obtain in using ICT. A descriptive survey design with a mixed methodsrnapproach was employed. Four public secondary schools were selected deliberately based onrntheir location to address each corner of the sub-city. A systematic random sampling techniquernwas employed to identify 201 sample teachers for the questionnaire. A purposive samplingrntechnique is used to select school principals, and a comprehensive sampling technique wasrnemployed for ICT teachers' selection. As a result, four school principals, one from each samplernschool for interviews, and all ICT teachers in the sampled four schools were incorporated intornthe study in focus group discussion. The data obtained from the questionnaire was analyzedrnusing percentage and mean as statistical methods. Focus group discussions and interviews werernanalyzed thematically in narrative form. The finding showed that the availability and use ofrncomputers, LCD projectors, videos, printers, laptops, smartphones, plasma televisions, and therninternet were inadequate. The lack of internet connectivity; fluctuation (interruption) of powerrnsupply; high cost of hardware and software; computers being very old and slow; and computerrnilliteracy among teachers were the secondary challenges teachers encountered. Besides, lack ofrnsupport to develop the spirit of collegiality and lack of encouragement to teachers for their ownrnself-professional improvement were also considered as the major problems related tornsupervisory practices. Based on this, it was recommended that the City Administration EducationrnBureau should take appropriate measures, including the supply of adequate materials andrnprofessional support to the Sub-city as well as the schools. The provision should also includernproviding ICT laboratories with the necessary accessories to provide modern ICT education inrnschools, as well as providing administrative support for ICT teachers to fill gaps in theirrnknowledge, roles, and skills required by the profession, so that they can better assist learnersrnand improve the quality of their learning.