Government schools in Haryana have, over the last five years, acquired an unprecedented amount of digital infrastructure for language teaching, yet the presence of a smart board or a language lab tells us very little about what actually happens once the classroom door closes. This paper reports the qualitative, pilot phase of a larger doctoral inquiry into the integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) in government secondary schools of Faridabad district. Working within a descriptive-exploratory design, the study combines Focus Group Discussions (FGDs) with eighteen English teachers across three subdivisions and structured non-participant observation of twelve lessons to examine how infrastructural provision, teacher disposition, and pedagogical practice interact. Using Carol Chapelle's criteria for Computer-Assisted Language Learning (CALL) evaluation and Ruben Puentedura's SAMR framework as interpretive lenses, the analysis develops a Three-Tier ICT-ELT Integration Model linking infrastructural readiness, teacher disposition, and pedagogical transformation in a feedback loop. Findings suggest that although access to hardware has genuinely improved, a persistent “will-skill” gap and a tendency toward substitution rather than redefinition of language tasks continue to limit the transformative potential of the state's digital grammar modules. The paper closes with implications for teacher training and material design.