Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content knowledge (TPACK) model wasa lens through which to explore teachers' experiences in ICTintegration in their multigrade classrooms in selected primaryschools in South Africa. A case study design guided this qualitativestudy. Semi-structured interviews were conducted with twelveteachers thematic analysis was used to analyse data. The findingsrevealed that access to ICT equipment for teachers and studentsis crucial. This study has found that generally, it is difficult forteachers to incorporate technology into their teaching because ofthe caveats, such as the multigrade context and the rural locationwhich presents issues such as lack of basic technologyinfrastructure, limited training on integrating technology inteaching, time, the teaching context, and support from principals.This study recommends that teachers be trained on ICT usage andgiven the support needed to function effectively in theirmultigrade context. For teachers to be digitally connected andensure ICT integration in the teaching and learning process, theyneed to be equipped with relevant knowledge and skills to usetechnology to transform their teaching and create newopportunities for learning.