Although extensive research has been conducted on successful technology integration, encompassing the readily available technology, providing a techno-based environment, and applying high-level technology in the classroom still seem to be very much in the minority. Besides, technology integration illustrates additional barriers, including teachers’ and students’ technology-based knowledge and schools’ financial problems. In contrast to earlier findings in EFL contexts, however, little evidence seems to be available about Iranian teachers' classroom uses of the technology. Therefore, this paper aims to present the Iranian teacher's conceptual pedagogical attitude to technology integration and illuminate how technology integration impacts teachers' classroom practice. To this end, 10 Iranian EFL teachers in private and public schools in Golestan Province were interviewed. The qualitative data of the interviews were recorded in English and transcribed; they were then coded and analyzed by employing thematic analysis (Braun & Clarke, 2006) via NVivo 12 computer software to show the dimensions and components of the conceptual model of technology integration. One of the themes extracted from the thematic analysis of the Iranian teachers’ perceptions was the lack of technological knowledge. That is, a limited understanding of teachers about using technology in their teaching was viewed as a significant problem. Another theme referred to the limited use of technology which makes teachers use computers as a supplementary tool. In addition, it was found that the educational context does not create need-based technology conditions for them, leading to the teachers' ineffective use of technology.