This quantitative study examined the technological capability and teaching proficiency of 40 Mathematics teachers in using ICT-based instruction, with a gender distribution of 47.5% female (19) and 52.5% male. An adapted and revised questionnaire was used along with the checklist as main instrument to gather the needed data. The results showed that Mathematics teachers have a highly capable level of technological capability, with a mean score of 4.28. The level of teaching proficiency in using ICT-based instruction was also high, with a mean score of 6.13, which is regarded as Consolidating. Furthermore, there was a weak positive linear relationship between the level of technological capability and the level of teaching proficiency in using ICT-based instruction. Mathematics teachers have a positive view of technology in their teaching, but technological capability varies among age groups, with younger teachers having higher levels. Schools are recommended to provide professional development programs for older teachers to enhance their technological skills. The study suggests that Mathematics teachers should also improve their proficiency in using ICT-based instruction to enhance teaching effectiveness. Providing professional development programs can assist teachers in integrating technology effectively into their instruction.