The increasing use of ICT in education results in advantages for teaching and learning processes. In countries, especially in developing ones, it is essential to examine stakeholders’ experiences and perceptions about ICT use in the courses. In this regard, this study firstly aims to investigate ICT use of Kyrgyz learners and teachers. Secondly, the study aims to examine learners’ and teachers’ perceptions with regard to ICT use in Science, Technology, Engineering, and Mathematics (STEM) courses in high schools in the Kyrgyz Republic. In the context of the study, two different questionnaires were applied. The first questionnaire was applied to high school learners, and the second questionnaire was applied to high school teachers. Participants of the study are 470 learners, and 162 STEM teachers. The results revealed frequencies of Internet and video use, the devices learners employ for Internet access, and online applications they prefer to use. Learners’ perceptions of ICT use in STEM courses differ according to their grade levels, type of preparation for the course, and willingness to use online Kyrgyz language resources. The results also explored the difficulties that teachers experience in the courses, the course materials they use, and their expectations related to ICT use in the courses. The crucial problems of Kyrgyz teachers are lack of ICT based materials, lack of equipment, and lack of training.