Information literacy means knowing how to access, manage, use, produce, and share information. Although this is not an innovative concept in itself, innovations in the field of information and communications technology (ICT) and the migration from print to digital content are transforming how we perform these tasks. These rapid and profound changes have wielded strong impacts in many fields, including education. However, whereas some students receive educational support to develop their information literacy skills, others do not. The current literature suggests that during initial teacher training, the use of ICT to influence future teachers to integrate information literacy into their practice remains sparse (at least, it is unclear how much influence ICT has on information literacy). This study aims to better understand how preservice programs prepare future teachers to use ICT to develop students’ information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future elementary and high school teachers in four Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their final year of their initial teacher training program. The results of the quantitative phase confirm that attitudes and social norms are good predictors of the intentions of preservice teachers to develop information literacy in their students. However, perceived control was not significant. These results are supported by Venkatesh, Morris, Davis, and Davis (2003) and Fishbein and Ajzen (2010), who suggest that perceived control and facilitating conditions apply more to actual behavior than to intentions. The qualitative results show Québec’s teacher training programs do not explicitly address information literacy, even though preservice teachers consider these skills important for academic success. Based on participants’ suggestions, teaching strategies are recommended for developing information literacy skills at school.