Given the high importance of adopting ICT into education for developmental purposes in the recent era, the present study is designed to investigate Libyan EFL teachers’ attitudes toward ICT adoption in the field of English Language Teaching (ELT). This study looked into attributes (proposed by Rogers, 1995) contributing to adopting ICT, and, more importantly, addressed the relevance of ICT to the socio-cultural context of Libya and adaptations that need to be made for successful adoption and use of ICT. The participants were selected based on availability. The study had a mixed-method design and both quantitative procedures (surveys) and qualitative procedures (interviews) were used to collect data. Both descriptive and interpretive approaches were utilized to analyze data. The analysis led to the identification of a series of problems which were classified into school-level, teacher-level, student level, and system level.