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The study aimed to analyze the current status of tutors on their perceptions and practices on the Integration of ICT and Information Skills among Preservice Teachers in Tanzania.The study explored tutors’ perceptions of integrating these skills,how tutors integrate these skills,and the challenges or complexities tutors and preservice teachers encountered during the process.Finally,to offer the possible solutions that can be enacted towards teacher education to effectively integrate ICT and Information skills during teachers’ preparation in teacher education colleges in Tanzania.Given the nature of these research questions,the research adopted a mixed research design.The data were collected using methods such as questionnaires,interviews,and documentary analysis.However,quantitative data obtained through questionnaires and document reviews were analyzed by Statistical computer software（SPSS）Version PASW Statistics 18.In contrast,qualitative data were analyzed using Braun and Clarke’s thematic analysis,which consists of six primary phases: familiarization with data,generating initial codes,searching for themes,reviewing themes,defining and naming themes,and producing the report.The findings indicated that many tutors have negative perceptions of integrating ICT and Information skills during preservice teacher preparation.They showed a surface understanding of the basic computer skills that act as a key foundation during the integration process.However,problem of internet connection and Wi-Fi across the campus,shortage of computer laboratories,limited support from the curriculum for teacher education,little policy support on ICT integration in teacher education were noted as key barriers during integration process.The study suggested that independent policy for ICT in teacher education is vital for any developing country that shows plans and strategies for implementations;tutors should develop positive attitudes towards integrating ICT and Information skills during teacher’s preparation.At the same time,preservice teachers must be well equipped with pedagogical skills to integrate ICT in their future classrooms.