Recent research stresses the modest use of ICT by primary teachers in their teaching practice, which seems to be related with their low levels of confidence in dealing with ICT in pedagogical contexts.. Various hypothesis can be raised to try to explain this situation, related either with individual circumstances (teacher's or learner's), with school or sociopolitical contexts (from curriculum to material dispositions) or even with teacher training forms and institutions. A qualitative research study on this matter was developed in 4 countries under coordination of a team from the Faculdade de Psicologia e de Ciencias da Educacao, Lisbon University. The study is part of an European Socrates/Minerva project (IPETCCO) and started from the following assumptions: a) generally, teachers don't use ICT in their educational practices; b) even when they do it, they are not pedagogically very consistent either with constructivist learning principles suggested by the National Curriculum or by the state of art in learning and teaching environments, or even by the examples of good and relevant learning practices; c) teachers' use of ICT is, according to the state of art and the examples of good practice, a stimulating factor for curriculum innovation. These assumptions gave rise to the following research issues: Issue 1: Are there any meaningful differences between the various groups of teachers who take part in this project concerning their usage and integration of ICT in their educational practices? Issue 2: Are these differences mainly determined by individual factors (personal context), by structural and organizational factors at the school's level (local context), or by structural and organizational factors, of a macro nature, at the level of educational politics and curricular structure of each one of the countries where the study takes place (regional/national level)? Issue 3: How far do pre-service and in-service teachers' training systems in each country involved, influence teachers competence and confidence degree concerning the integration of ICT in their educational practices? Issue 4: How far are differences in ICT integration in educational practices among participating teachers influenced by their competence and degree of confidence in using ICT? Issue 5: How far is teachers' confidence degree influenced by the effective ICT domain (competence degree)? In this paper we present just the results of the Portuguese case. The research methodology consisted mainly of the analysis of data gathered by a set of focus group interviews of 20 teachers organized in four groups of five teachers each one (4x5): 2 groups of 5 practicing primary teachers, five randomly selected among the teachers of one "innovatory school" and five from one mainstream school and 2 groups of prospective teachers, five randomly selected among the students of the last year of the School of Education they belong and five being in their first year of teaching. The reason why we chose this kind of methodological support has to do with the necessity of getting information from a significant number of teachers in different situations and with possible different perspectives towards the use of ICT in educational settings.