Based on the increasingly prominent power of information technology in the innovative development of education, people pay more attention to the information and communications technology (ICT) teaching competency of pre-service teachers. In order to explore the supporting elements, key issues, and possible paths of current normal universities and colleges in cultivating pre-service teachers’ ICT teaching competency, this study collects the survey data of graduates from 20 normal universities and colleges at provincial & ministerial, local, and junior levels. Based on the total quality management theory, technology acceptance model, and pre-service teachers’ ICT teaching competency framework, it carries out the survey and analysis from three aspects: supporting elements, supporting effects, and ability development. The study finds that the support of personnel, facilities, curriculum, mechanism, and environment provided by normal universities and colleges does not play a full role in improving the ICT teaching competency of pre-service teachers. There are still great differences among different levels of universities and colleges. Among them, the influence of personnel support and curriculum support should be greatly strengthened, and facility support is even more inhibited. Based on these findings, it puts forward some strategies that are conducive to better cultivating the ICT teaching competency of pre-service teachers in the pre-service education stage, to make them adapt to the new standards and requirements for teachers in the new era. Keywords pre-