The general purposes of the study were to investigate teachers’ perceptions towards both integration of technology in education and the use of web-based KBATutor. This study also focused on the factors that discouraged teachers from using web-based KBATutor, as well as the reasons that encouraged teachers to use web-based KBATutor. Moreover, the problems of utilizing web-based KBATutor which teachers confront and technology support needed by teachers were also examined. The sample, which was selected through snowball sampling procedure, consisted of ten teachers who were teaching in Kanarajsadorn Bamrung Yala School and had attended the KBATutor training program. This study employed a qualitative approach where one-on-one interviews were used. The results indicated that the teachers had unquestionable views towards the benefits both students and teachers would get from the technology integration in education. However, many of them did not give web-based KBATutor credits when it came to assessment although they seemed to have positive perceptions towards it. They admitted that students were free to cheat during an on-line test. The findings also showed that five factors preventing teachers from using web-based KBATutor were lack of time, teachers’ ICT expertise, the availability of computers, training, and the school’s ICT policies. Besides, two main influences leading the teachers to use web-based KBATutor were teaching enhancement, and the benefits generated for the students. Moreover, the problem the teachers faced during the use of web-based KBATutor was the students’ dishonesty of using on-line tests. They also needed the school to provide ongoing web-based KBATutor training courses, and ICT training courses.