Pre‐service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT‐related variables—such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT usage, external barriers to ICT integration, ICT‐related courses, pedagogical knowledge, and prior experience concerning the use of ICT—predict the dependent variable “integration of ICT into teaching practices” for pre‐service teachers. Data were gathered from 599 pre‐service teachers from the subject areas of Turkish language, social sciences, elementary mathematics, and science in their fourth year of training programs. The study indicated that pedagogical knowledge, ICT‐related courses, and perceived ICT competence significantly predicted integration of ICT into teaching practice. These three variables predicted and accounted for 17% of the integration of ICT into teaching practices. The findings of this study showed that pre‐service teacher‐training programs, especially pedagogical knowledge and ICT‐related courses, have a significant effect in enabling pre‐service teachers to use ICT in their teaching practices.