The growing availability of information and communication technologies (ICT) in schools opens up some interesting perspectives in the domain of additional languages teaching. Several studies confirm that ICT can contribute to making students more engaged and courses more “authentic” as ICT encompass up-to-date resources which have not necessarily been created for learning purposes and in turn foster effective targeted production. Far fewer studies though analyse teachers’ representation of ICT and teachers’ needs—real of perceived as such—for resources, equipment, specific professional skills and know-how. Moving from data collected through a study conducted on a sample of French as a Second Language (FSL) teachers in Ontario, this contribution pursues a double aim: presenting teachers experiences, attitudes and perceptions as far as ICT integration is concerned, and analyse factors that hinder a full and effective integration of these same ICT in the FSL class. On the basis of the data collected, a reference framework has been elaborated in order to synthesize teachers’ needs in relation to ICT. We propose to consider this framework as a starting point to question the role of ICT in teachers’ professional development. We also question the role of ICT in the development of strategic teachers, i.e. practitioners able to shape their own professional agency by making theoretically informed principled choices adapted to different contexts.