The present study aims to identify the reality and difficulties of employing Information Communication Technology (ICT) in teaching from the perspective of female Mathematics teachers of middle stage in Riyadh, Saudi Arabia. The study sample consisted of (165) female Math teachers of middle stage in Riyadh. The tool utilized is a questionnaire; and in order to answer the study questions and verify the validity of its hypotheses, the author used frequencies, arithmetic means, standard deviations, ANOVA, and the Tukey Test. The results showed that the degrees of the availability of most of the domains of using devices and applications in teaching of Math were (often and sometimes). The results also showed that the availability of most of indicators of ICT employment in the teaching of Math for the middle stage was (often), the degree of the difficulties that limit the employment of ICT in the teaching of Math from the perspective of Math teachers was high and medium. The results also showed that there were no statistically significant differences (α ≤ 00.05) between the means of responses of the participants due to both scientific qualification and specialization. The results also showed statistically significant differences (α ≤ 00.05) between participants’ responses due to years of experience. In addition, there were no statistically significant differences (α ≤ 00.05) between the means of responses of the participants on each domain of the questionnaire due to years of experience.