The emergence of Information and Communication Technologies (ICTs) has brought about a significant shift in the way lessons are delivered and learners are engaged in their learning process. The integration of ICT tools into science education has been shown to improve the overall quality and efficacy of instructional practices. This quantitative study investigated the effectiveness of integrating ICT tools such as an overhead projector, internet, and smartphones into the teaching of grade seven science in one of the schools in Bhutan. The results of the descriptive analysis revealed a mean difference between the two tests was 9.82. The inferential analysis indicated a significant mean difference between the two tests with (p < 0.05, d = 0.813), suggesting that the incorporation of ICT tools was effective in teaching grade seven science. Additionally, a strong positive correlation (r = 0.787) was observed between students' attitudes towards ICT tools and their test scores. Based on these findings, this study recommends that teachers integrate ICT tools into their science instructions. The implementation of various ICT tools in the classroom can provide students with a comprehensive and engaging learning experience, enabling them to better comprehend and apply key scientific concepts.