This study's primary goal was to investigate the obstacles that stand in the way of ICT inclusion in the teaching of business statistics in colleges of education and polytechnic in Cross River State. The pertinent literature was examined. This study used a survey research approach, with 93 participants, including 63 male and 40 female business educators. The researchers used no representative group in this research as all of the participants were sufficient in size to be invested in their entirety. The necessary data were gathered using one study instrument known as the "Challenges of ICT Integration and Teaching of Business Statistics Questionnaire". Three experts—one in measurement and assessment and two in business statistics—validated the questionnaires. Cronbach Alpha statistics were used to test its reliability, and the results showed that the instrument had a reliability index of 0.84 and 0.81, respectively. Mean statistics were utilized to analyze the data collected following the distribution of the questionnaires, and an independent t-test was employed to assess the hypotheses at the.05 level of significance. The study's analysis of the data revealed no statistically significant differences between male and female business educators in their mean ratings of teacher-level and institutional-level impediments to ICT integration in the teaching of business statistics. In light of its discoveries, the investigation recommends the following: Business educators should encourage training on digital tools pertinent to the teaching of business statistics. Educational leaders should promote the incorporation of electronic devices in teaching, by allocating enough funds for the purchase and upkeep of ICTs and other resources that support their use.