The utilization of technology-enhanced learning (TEL) has proven to enhance the learning experience for learners by increasing learner engagement and learning outcomes in many countries including Kenya. Despite the benefits of TEL resources in teaching and the government's effort to avail the necessary TEL resources, there is still low uptake of TEL by history and government teachers. The purpose of this study therefore was to assess teachers’ experiences on the integration of technology-enhanced learning in teaching history and government in national schools in Western region Kenya. The study used a mixed concurrent method approach and adopted Pragmatism as the ideal paradigm. Cross-sectional Research Survey design was employed. Purposive sampling was used to select 8 national schools, the target population was 43 form four teachers of history and government and used the Krejcie and Morgan table to arrive at a sample size of 40 teachers who were selected using stratified random sampling. Research instruments included questionnaires, document analysis, and observation schedules. Quantitative data was analyzed through descriptive statistics such as frequencies, percentages and standard deviations and presented through tables and pie charts. Qualitative data was organized into themes, thematically analyzed and presented through narration. The study established that gender 28(70%), age 21(52.5%), highest level of education 29(72.5%), basic training in technology 33(82.5%), level of training in basic technological skills 27(67.5%), and technological training program attended by teachers 23(57.5%) influenced their attitude towards the integration of TEL resources in teaching history and government. This study recommends that there is need for school management in consultation with parents to set aside funds to train teachers on technological skills.