Technology Acceptance model (TAM) is a parsimonious model that has been widely used to predict the user behaviour regarding the acceptance of technology. TAM was adapted in this study to develop a new Information and Communication Technology Acceptance Model (ICTAM) to predict and explain primary science teachers’ use of Information and Communication Technology (ICT) in teaching and learning. The proposed model consisted of eight constructs: 1) computer self-efficacy, 2) subjective norms, 3) external barriers, 4) ease of use, 5) usefulness, 6) attitude toward using ICT in teaching, 7) intention, and 8) actual use of ICT in teaching scales. Survey questionnaire was used to gather the data from 500 primary science teachers from 6 districts in Kuwait. The current study employed structural equation modelling (SEM) using statistical software AMOS version 21 to evaluate the ability of the proposed model in predicting primary science teachers’ use of ICT in teaching and to test the causal relationship between the variables. Overall, the ICTAM showed a good fit with the data and proved to have appropriate explanatory power, based on responses collected from primary science teachers. Moreover, the results demonstrated that perceived usefulness of ICT in teaching science was the key determinant of ICT usage. To conclude, this study reported on the factors that affect teachers’ use of ICT to enhance and improve 21st century students’ learning .