This study aims at investigating ICT integration stages of teachers and factors that might be having an effect on their stages. This study utilizes ACOT integration model as the theoretical basis for determining integration stages of teachers. As ICT penetrate every aspect of teaching and learning, determining teachers' quality of use ICT in their teaching practice becomes important. It is also imperative to understand the factors that play a role in their use of ICT. A quantitative approach was adopted for this study. A sample of 352 teachers was selected randomly out of 1009 teachers working in primary schools in Usak, Turkey. In order to gather data, a series of scales were employed. SPSS packet program was used to run statistical analysis, regression for the purpose of the study. Analysis of the data reveals that the teachers are in three different stages (as opposed to 5 different stages in ACOT's model) in ICT integration as it was found out with a similar study. When it comes to factors affecting teachers' integration stages, it appears different variables are having an effect in different stages. For Entry stage 1 behaviors, only extrinsic factors are important. When it comes to Adoption stage 2 behaviors, the most important variable is ease of use of the technology among 4 different variables. It is also clear that reaching up to Adoption stage 2 is necessary for the teachers for advancing to Advanced Adoption (the highest) stage of ICT integration.