Information and Communication Technology (ICT) has been widely adopted in education and is useful in helping to improve students academic performance. Unfortunately, teachers pedagogical use of ICT tools in low socioeconomic status (SES) schools are not as rigorous as teachers pedagogical use of ICT tools in high SES schools. The purpose of this study is to investigate the effect school-level SES and teachers perception of school culture on teachers ICT proficiency in the classroom. An analysis of data collected from 509 middle and high school teachers of core subjects using an online survey yielded some significant results. Results showed teachers background knowledge in educational technology, teachers attitude toward ICT proficiency, teachers perception of school culture, teachers number of hours of ICT-related professional development, and teachers overall approach to using ICT in the classroom were influential to teachers proficiency with technology in the classroom. School-level SES was shown to have no impact on teachers technology integration. Results highlight the need for ICT-related professional development and an increase in positive elements of school culture such as administrative encouragement and support, increased teacher collaborations, and an increase in ICT resources.