Information and Communication Technology is a powerful tool for transforming education, and in developing, largely rural countries such as Bhutan, where its widespread access is relatively recent. Information and Communication Technology acceptance and use among teacher educators are crucial for effective contemporary teacher education. Acceptance and use depend on well-established factors, including teachers’ attitudes; however, little is known about teachers’ attitudes in rural developing countries, especially Himalayan and Buddhist countries, which are culturally different to other developing countries. Accordingly, this mixed-method study investigated how Bhutanese teacher educators’ attitudes influence acceptance and use of Information and Communication Technology in teaching. Analysis of survey (n = 90) and semistructured interview (n = 21) data indicated that teacher educators generally held positive attitudes toward its use. Age, gender, teaching experience and subject of specialisation did not influence attitude, while perceived usefulness, facilitating conditions and Information and Communication Technology use, did. Positive attitude was associated with perceived usefulness, while negative attitude aligned with Information and Communication Technology incompetence and slow internet connectivity. Some agreement exists between findings in Bhutan and other developing, rural contexts, however, differences in factors, including gender, and the presence of Buddhist zhenphen highlight the need for policymakers, researchers and interventions to account for context, alongside continued improvement of Information and Communication Technology infrastructure.