There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and faculty learning, including faculty members’ beliefs regarding ICT integration. The present study examines the beliefs of 220 faculty members from eight different colleges at Sultan Qaboos University (SQU) in Oman. A quantitative-qualitative design was used in this study, including an open-ended questionnaire asking teachers about their beliefs about integrating ICT into teaching and the barriers impeding ICT use in education. The findings show that the faculty members at SQU held positive beliefs regarding using ICT elements as tools for teaching and learning. However, this does not necessarily mean that they currently integrate ICT into their teaching processes. The results also showed that the faculty members perceived that a moderate degree of barriers were preventing them from integrating ICT in the classroom. No significant differences were found among the variables of gender, academic rank, and year of experience.