Using the theory of self-directed learning as the basis,the study analyzed the teachers conception of self-directed learning and their associated classroom practices to understand how teachers actualize self-directed learning with ICT.Research in this area seems to be scarce both locally and globally.Semi-structured interviews,lesson observations,and post-lesson discussions constitute the main data for the study and grounded theory was adopted for data analysis.The results show that while generally the teachers have a good understanding of self-directed learning,there are many variations to the classroom practices as we progressed to study the teachers in the two schools.Lesson observations show that conceptions are modified to suit the kind of learning environment available and the readiness of students.