E-learning integration in to classroom teaching can make pupils’ learning more learner-centered and participatory than the conventional teacher-centred learning approach. Regrettably, in the situation where the majority of primary schools in Uganda still use the teacher-centered approach to learning, there is paucity of studies conducted in primary schools in this regard. I set out to: (1) design a framework for ICT integration based on the factors that affect integration in primary schools in Bundibugyo, Uganda; and (2) validate the framework for integrating e-learning in primary s chools in Bundibugyo District, Uganda. The study primarily employed a cross-sectional research design. Data were gathered primarily by survey questionnaire administration and key informant interviews. Quantitative data were analyzed using SPSSv22, while qualitative data were thematically analyzed. The study shows that an appropriate framework for successful integration of ICT in primary schools emphasizes three elem ents. That is, readiness for the school administrator or policy maker, readiness for the classroom instructor and readiness for learners: The key conclusion is that, the roles of each of the aforesaid actors needs to be clearly defined if ICT integration in primary schools in Bundibugyo district is to be successful. ICT integration, ICT Integration framework, ICT in primary schools, ICT framework design, ICT in Bundibugyo, Validating ICT Framework, Validation of ICT Framework