This paper discusses challenges that developing countries especially African countries, face when trying to integrate ICT into the school curriculum particularly the mathematics curriculum. The much taken for granted belief that the availability of ICT gadgets in schools guarantees the ICT integration in specific subjects is challenged. Issues such as teachers’ lack of relevant skills, shortage of teaching tools and unavailability of support staff act as impediment to ICT accessibility in classrooms. The paper describes the development of infrastructure in Botswana and experiences pertaining to school curriculum and argues that proper preparation for a smooth implementation of ICT infusion and integration is necessary.