Background: Nowadays, the ability of information and communication technology (ICT) in removing teaching and learning difficulties has caused ICT to be the core of most educational systems. This research aimed to study the ICT effect on improving teaching and learning levels of male students of the vocational school of Razi in Marivan from the student’s points of view. Methods: This research was a practical and descriptive-analytic study in terms of information gathering and of semi-experimental pre- and post-test type with a control group, which was conducted in 2014. The statistical population included all students in Razi vocational school of Marivan. Two classes were chosen randomly as the experimental group (n = 38) and two as the control group (n = 45). A questionnaire was designed with 34 questions and administrated to the sample members. The questionnaire’s validity was confirmed by 6 specialists who were experienced in a similar research area and the reliability was calculated using Cranach’s alpha (α = 0.81). The data were analyzed by SPSS version 16 software using descriptive statistics indicators (mean), inferential statistics tests (one sample t-test, the chi-2 test of homogeneity, Pearson, and Spearman correlation coefficients), and covariance analysis. Results: The results of one sample t-test with the standard mean (3) indicated that there was a significant difference in all components (learning and teaching levels) between the obtained mean and the standard mean. The obtained mean was higher than the standard mean in all components (P < 0.01, P < 0.05). Conclusions: The findings showed that as students familiarity with ICT increases, their teaching and learning levels improvement rate enhances (educational success) because of using ICT tools in the process of teaching. Thus, to provide students with a more effective education and assuring their educational success, it will be beneficial for Razi vocational school teachers to use ICT-based education in their educational practices.