The world today has become more information and knowledge-based due to its increased dependence on Information and Communication Technology (ICT) and the demands for innovation and the production of an innovative citizenry for the new economy. Achieving the new knowledge economy requires technology-oriented teachers who are able to apply ICT skills in the teaching and learning process. Academic institutions and teacher colleges should prepare pre-service teachers to understand the place of technology in today‘s classroom teaching and learning setting. To ascertain the ICT readiness of future teachers, this study investigated pre-service student teachers‘ perceptions, attitudes, and knowledge about the use of ICT technologies for instructional purposes in their future classrooms. A quantitative methodology was used through questionnaire with Likert scale type statements about ICT knowledge, attitudes towards and perceptions about ICTs for instructional purposes administered at the end of a university semester to a sample of 136 pre-service teachers in South Africa. The results indicated that participants strongly disagreed that they would not use computer resources less compared to other resources like textbooks for instructional purposes in the classroom. The results further show the potential pre-service teachers have with regards perceived potential capabilities offered by ICTs for instructional purposes, the knowledge they have, and the positive attitudes they display towards the use of ICTs in their future classrooms. This provides teacher education institutions with insight for the design of teacher education programmes that provide practical solutions for the integration of instructional technologies across school curricula.