This paper examines the experience of teachers in the use of new technologies to teach the Igbo language spoken in South East Nigeria. The study investigates the extent to which new technologies are available and accessible to Igbo teachers, the competence of the Igbo language teachers in the new technologies and the challenges they face that limit the use of the new technologies in the teaching of the Igbo language. Forty respondents from two Nigerian universities were used for the study. The instrument is made up of fifteen questions divided to generate answers to five research questions. The findings show that new technologies are both?? available and accessible to the Igbo language teachers, and most of them are very competent in use. Furthermore, they are positively disposed to the use of computers in teaching, but do not sufficiently use them for exercises because systems and application software are not available by default for Igbo. This creates the need to advocate some interventions to enhance the utility of the Igbo language as a vehicle for new technologies in language teaching. Comparisons of responses from the two universities also reveal some significant differences in the extent of access to and expertise in the new technologies as well as perception of the need for and challenges to these technologies. [For full proceedings, see ED565044.]