Arabic language is one of the tools used to access information on the World Wide Web like other major world languages such as Chinese, English, French, Hausa, Igbo, and Yoruba. Its teaching and learning could also be enhanced through the use of Information and Communication Technology (ICT) tools. However, the inadequate availability and lackadaisical attitude of some teachers to the use of ICT tools in some educational institutions are factors responsible for the low enrolment and poor performance of students in Arabic at the higher institutions. This study aimed at investigating the level of availability and use of ICT tools for teaching Arabic Language in Colleges of Education in North-central, Nigeria. The objectives were to: (i) examine the level of affordability, adequacy, accessibility and functionality of ICT tools; and (ii) establish teachersâ€™ attitude towards the use of ICT tools for teaching Arabic Language based on gender, qualification, experience and college ownership.rnThis study was a descriptive survey research type. The target population and sample consisted of all the 75lecturers of Arabic language in the 15 Colleges of Education in the North-central, Nigeria which comprised Benue, Kogi, Kwara, Nasarawa, Niger, Plateau and the FCT-Abuja. The study sample was purposively drawn from the colleges where Arabic language was taught. A researcher-developed questionnaire with reliability index of 0.78 and an oral interview schedule were used for data collection. Percentage, One-way Analysis of Variance and the t-test were used for data analysis at 0.05 level of significance.rnThe findings of the study were that:rni. out of 23 ICT tools assessed, 14(60.9%) were available while 9(39.1%) were not available; 12(52.2%) were usable while 11(47.8%) were not usable;rnii. 21(91.3%) were affordable and 2(8.7%) were not affordable;11(47.8%) were adequate while 12(52.2%) were not adequate; 12(52.2%) were accessible and 11(47.8%) were not accessible;12(52.2%) were functional and 11(47.8%) were not functional; andrniii. there was no significant difference in teachersâ€™ attitude towards the use of ICT tools to teach Arabic language based on gender (t=0.384, p=0.702> 0.05); qualification (F=1.80, p=0.154> 0.05); experience (F=0.774, p=0.465> 0.05) and college ownership (F=2.661, p=0.077 > 0.05).rnThe study concluded that teachersâ€™ gender, qualification, experience and college ownership did not determine the availability and use of ICT tools for teaching Arabic language in colleges of education. The implication is that the availability and use of ICT tools for teaching Arabic language in colleges of education is not premised on the predictor variables examined in the study. The study recommended that the government private proprietors should intervene in the procurement of those unavailable ICT tools.