Abstract: This study investigates the relationship between Information and Communication Technology (ICT) factors and academic performance among NTA-Level 4-5 Certificate students specializing in ICT at Arusha Technical College, Tanzania. While substantial investments have been made in ICT infrastructure across Tanzanian technical colleges, empirical evidence regarding their specific impact on student outcomes remains limited, particularly within the competency-based National Technical Award (NTA) framework. Employing a multivariate regression analysis, this research examines five key ICT dimensions: access to digital resources, frequency and type of ICT use, quality of institutional ICT support, digital literacy skills, and pedagogical integration by instructors. Data were collected through a structured questionnaire administered to 210 certificate students, combined with their actual module scores from four core ICT courses. Results from an Ordinary Least Squares (OLS) regression model indicate that pedagogical integration by instructors (𝛽 = 0.382, 𝑝 < 0.001) and student digital literacy (𝛽 = 0.291, 𝑝 < 0.01) are the strongest positive predictors of academic performance. Interestingly, frequency of non-academic ICT use showed a significant negative relationship ( 𝛽 = −0.164, 𝑝 < 0.05 ), while basic access to infrastructure was not a significant predictor when other factors were controlled. The model explains 47% of the variance in academic performance (Adjusted 𝑅 2 = 0.47). The findings suggest that for NTA-Level 4-5 certificate programs, strategic focus should shift from mere infrastructural provision toward enhancing instructional practices and developing higher-order digital competencies that align with Tanzania’s technical and vocational education objectives.