This work is the first of its kind to §comprehensively examine teachers attitudes toward §the implementation of information and communication §technologies (ICT) in Syrian education and §simultaneously explore the contextual factors that §influence these attitudes. The study derives its §theoretical framework from attitudinal theories, §teacher professional development models, ICT §implementation in schools, technology diffusion in §third world countries, and cultural paradigms. The §study is grounded in both qualitative and §quantitative research methods, thus providing §insights for future research on the use of a mixed-§method trend as a mutually validating procedure. The §appendixes include a questionnaire and a semi-§structured survey that will be useful for §researchers who seek to study teachers attitudes in §other developing countries.