Technology integration is a significant education policy and curriculum objective to improve the quality of teaching and student learning, despite its preliminary stages of implementation in Ghana. This ongoing reform agenda reflects rising global trends on the incorporation of technologies into schooling with the rationale of transforming teaching and learning. The expectation for constructivist pedagogy, with technology as a catalytic force, demands that teachers possess the required blend of pedagogical and technical knowledge and skills. This makes the preparation of teachers, as primary change agents, crucial. Given Ghana’s current education policy and curriculum reform agenda, teachers are expected to be prepared in pedagogy and integrate modern technologies to facilitate a shift from teacher-centred to student-centred learning. However, recent technology integration initiatives have been driven by ‘technology push’, whereby policymakers tend to prioritise expanding access to technologies in schools over developing teachers’ knowledge and skills. As well, there is a dearth of local research on how teachers are best prepared at the pre-service and in-service levels and their influence on existing beliefs and technology integration practices. Hence, it is essential to investigate these issues to inform relevant strategies that can enhance teachers’ preparation for meaningful pedagogy with technology. This study investigated the preparation of Basic school teachers for technology integration in Ghana. It focused on the technology learning opportunities at the echelons of pre-service training, district-initiated formal professional development, and teacher informal learning activities. Teachers’ pedagogical beliefs and actual practices with technology were also explored. The objective was to conceptualise the landscape of teacher preparation programs and the relationship with pedagogical beliefs and technology integration practices.