The integration of Information and Communication Technology in secondary education is central to achieving 21st century learning outcomes in Nigeria. This study assessed the availability and extent of availability of ICT facilities in public and private secondary schools in Oshimili South Local Government Area of Delta State, Nigeria, within the framework of the Unified Theory of Acceptance and Use of Technology. Adopting a descriptive survey design, 400 respondents comprising 20 principals and 380 teachers were selected from 20 schools using stratified and simple random sampling techniques. Data was gathered with a 23-item researcher-developed questionnaire titled “Availability of ICT Facilities Questionnaire” which yielded a test-retest reliability coefficient of 0.83. Mean, percentage, and independent samples t-test were used for data analysis at 0.05 level of significance. Findings revealed that foundational ICT facilities such as computer laboratories, desktop/laptop computers, internet services, and accessories were available to a high extent. Conversely, instructional ICT tools including projectors, scanners, and digital cameras were available to a low extent. There was no statistically significant difference between public and private school teachers’ ratings on ICT availability, t(378) = 1.11, p = .267, d = 0.11. While Phase 1 ICT infrastructure exists in Oshimili South LGA, a critical gap exists in Phase 2 instructional equipment. The absence of school-type disparity suggests that location and systemic factors outweigh ownership in determining ICT access. Targeted funding, maintenance structures, and teacher capacity building are recommended to bridge the gap between access and pedagogical use.