Considering the vast potential of ICT in the education sector, the Government of Bangladesh, like many other countries, has significantly emphasized incorporating ICT into education. Despite various initiatives taken by the government, teachers encounter multiple challenges while trying to integrate ICT into their teaching and learning practices. This study aims to explore the barriers that mathematics teachers face when conducting classes with the help of ICTs. This study adopted a multiple case study research design, considering two cases, one from a government school and the other from a private school in Dhaka city. In this study, the ICT-facilitated classroom, the math teacher of that classroom, and the head teacher served as the units of analysis. Data were collected through classroom observations and semi-structured interviews. By analyzing the data thematically, this study identifies teachers’ attitudes, TPACK, confidence, students’ attitudes, home environment, curriculum, technical, physical, and financial support as the dominating factors that affect teachers' integration of ICTs in their mathematics teaching and learning practices. Some suggestions are provided for educators, policymakers, and curriculum developers to help overcome these challenges.