Integration of ICT into classroom teaching and learning has been a challenging task in many countries. There are many barriers that teachers have to negotiate before ICT can be employed meaningfully in the classroom. This paper investigates the relationships among Singaporean preservice teachers’ ICT competencies, pedagogical beliefs, and their beliefs on the espoused use of ICT. These variables are important predictors for the preservice teacher’s future use of ICT. The findings affirm that the preservice teachers’ ICT competencies and their pedagogical beliefs are significantly related to their espoused use of ICT.