The study aimed to explore teachers' perceptions of technology, pedagogy, and content knowledge (TPACK) as teachers in Bangladesh is highly encouraging to follow technology based education. A total of 255 teachers were randomly selected from 20 purposefully chosen schools and madrasas located in 3 different districts of Bangladesh. Following the post-positivist and constructivist paradigms, this study used a parallel mixed-methods research design. Thus, quantitative and qualitative data were generated using a questionnaire and interview. The result indicated that teachers had mixed perceptions of TPACK, ranging from good to medium-level perception. Significant correlations, though trivial, were found among teachers‟ background variables (i.e., age, teaching experience, gender, educational qualifications, and computer skills) and their perception of TPACK. Moreover, the crucial factors related to the teachers‟ perceptions towards TPACK were also identified from the qualitative data, which include compensation, administrative support, increased workload, and curriculum. It is expected that the results of this study will lead to a better understanding of the real scenario of teachers‟ perceptions of TPACK that may have policy implications to take steps and policies of TPACK and technology integration in teaching and learning activities.