This paper focuses on first-year pre-service teachers’ readiness to use Information and Communication Technology (ICT) in education. Readiness to use ICT in education is studied as part of 21st century skills, where the role of ICT is emphasised. This study re-visits parts of three previously published articles providing a wider perspective on the topic by examining the results from the different papers together. The main theoretical frameworks used are Technological Pedagogical Content Knowledge (TPACK) and the Theory of Planned Behavior (TPB). The target group consists of 267 pre-service teachers from three Finnish universities. The results indicate variation among pre-service teachers’ readiness to use ICT in education. Overall, technological knowledge was found in an assessment to be low compared to pedagogical or content knowledge. In addition, as a group, the pre-service teachers are more unified in relation to their pedagogical knowledge and content knowledge than they are in relation to technological knowledge. Despite these differences and the low assessments related to technological knowledge, respondents were well aware of the expectations related to the use of ICT in education. Results also show that the use of ICT in education is a rather separate area from other 21st century skills, in this case learning skills.