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The purpose of this paper is to provide a deep understanding of different initiatives that are available in bridging digital divide among pupils in primary schools in Nyarugusu Refugee Camp. The study was inspired by the initiatives available in the camp on bridging the digital divide, hence the need to explore teachers’ lived experiences on the matter. The study employed a qualitative approach embedded on phenomenology research design in which 12 early grade teachers participated in sharing their lived experiences as they work in ICT based model classrooms. Data collected through the Focus group discussion and interviews were subjected to content/thematic analysis. The findings on the perceived benefits during ICT integration in model classroom include: Easy accessibility of digital information, added value in teaching and learning, exposure to technological skills and establishment of collegiality. The findings on the experienced challenges during the ICT integration in the model classroom include the following: Limited access to technological devices, limited support from the school management, lack of adequate instant technical assistance, insufficiency ICT knowledge and skills as well as lack of technological continuity at home. The study contributes to the clear understanding of ICT prospects in lifelong learning among refugee children in Nyarugusu camp. It provides a broader vision on the possibilities of investing on ICT facilities as tools to transform children’s thinking and creative potentials. The paper recommends, setting out of achievable ICT integration school strategy addressing the vision, goals and objectives which might help the school management to determine the achievable key indicators and how to assess the intended outcome. Further investigation may be done to assess the contribution of ICT to psychosocial support for refugee children and child protection in the camp.