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. Accordingly, I set out to investigate the factors affecting ICT integration situation in p rimary 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 three primary factors affected ICT integration in primary schools in Bundibugyo District: the level of teacher preparedness, learners’ preparedness to use integrated ICT, and administrative preparedness to support integrated ICT. Inadequate funding for ICT training of staff and purchase of ICT equipment and technologies was a key underlying reason. The key conclusion is that, poor ICT readiness or a complete lack of it by teachers, learners and school administrators was affecting ICT integration in p r imary s chools in Bundibugyo district.