This paper presents a case study of four teaching academics in a Faculty of Education with respect to their use of Information and Communication Technologies (ICT). Data was gathered through in-conversation interviews, conducted via e-mail communication, with the participants. A validated framework for profiling teachers' use of ICT formed the foundation for the analysis. It was clear that the academics had moved towards embracing ICT to support and transform their practice. However, a number of challenges in embedding ICT into all aspects of academic work were identified. The results point to a need for a systemic, faculty-wide approach to embracing ICT as a culture for learning.