Purpose: This study explored high school teachers' perceptions and collaborative learning experiences in integrating information and communication technologies (ICTs) in teaching using lesson study (LS) whilst engaging in teacher professional development (TPD). Earlier forms of TPD were often theoretical, and teachers had difficulty in applying ICT knowledge and skills for classroom applications. A comprehensive Guskeys' framework was used to determine whether it was a suitable model for analysing teachers' perceptions and experiences in integrating ICTs for LS. Design/methodology/approach: Teachers were exposed to an LS intervention over seven months. About 12 teachers participated in an LS programme. An action-research approach was followed in two cycles with three workshops. During each phase in the cycle, teachers reflected on their lessons in subject groups and on how ICTs were to be integrated into their classrooms. A qualitative approach, case-study embedded in the interpretivist paradigm, was selected. The data were collected using documents in the form of written reflections and interviews. Data were coded, categorized and developed into themes. The analysis was conducted using a comprehensive Guskey's five hierarchical levels. Findings: Guskey's comprehensive framework indicated from teachers' perceptions and experiences, during an LS intervention, that they gained practical knowledge and skills in the use of ICT resources whilst planning lessons for classroom teaching. They also acquired collaborative skills during LS. However, they reported challenges like finding time for LS commitments, a high teaching workload and students' unfamiliarity with the use of ICTs. Research limitations/implications: The study was conducted as a Ph.D. project and hence was limited as students' learning outcomes could not be explored deeply. Also, the sample selection was limited to only teachers who were engaging in some ICT practices. Practical implications: Guskey's 5 framework is useful for LS. The comprehensive Guskey's framework analysis provides key concepts pinpointing teachers' valuable experiences in integrating ICT for LS. It is recommended that teachers and school management should consider these valuable concepts in developing an LS programme especially for ICT enhancement. Social implications: The study has social implications in that teachers can collaborate effectively to plan and present lessons in a LS programme guided by the comprehensive Guskey's framework. Originality/value: The study contributes towards an analysis of the usefulness of Guskey's framework of five hierarchical levels with detailed themes in analysing teachers' perceptions, collaborative experiences and reflections of integrating ICT into lesson plans for classroom teaching. The study concludes that the comprehensive Guskey's framework does provide a useful structure for LS intervention in TPD.