In common with other western countries, Greece has been trying over the last ten years to introduce ICT into the educational system. This, as others have found, has turned out to involve problems that are both numerous and complex.The primary category of problems, clearly appreciated by those responsible, arises from making the necessary adjustments in the complex matrix of factors entailed. These include the material and communications infrastructure required as well as the specialised training of teaching staff and the necessary administrative changes within a suitable institutional framework. It is also necessary to ensure the availability of ample teaching materials of adequate quality. These can range from traditional materials like books to compact discs and special web sites. Software of sufficient quality is also essential.In addition to these factors success can only be assured if the timing of implementation is appropriate and the process itself is well-planned, organised and coordinated. Each of the factors involved contains within it issues of similar complexity to the overall process of integration itself, since they are all wide-ranging concepts that elude rigorous definition.Within the whole venture of integrating ICT into the educational structure teacher training plays a particularly pivotal role. The complex network of institutions that make up Greek education has been attempting, albeit unsystematically, to implement such a teacher training process over the last ten years through a range of training courses that have varied in methodology content and length. These programmes have ranged from individual initiatives by regional training centres to European Union funded programmes but their scope and effectiveness has been limited by their fragmentary and uncoordinated nature.Notwithstanding this, over the last three years the Greek government has implemented a programme involving the majority of teachers. The first phase of this programme, due for completion in 2003, includes the training of between 75 and 80,000 primary and secondary school teachers in basic skills training in informatics. The subsequent second phase will involve considerably smaller numbers of teachers. The current phase involves 48 hours of training which includes, in addition to basic computer skills, a short introduction to more specific issues surrounding the specialised utilisation of ICT in education.The organisation and content of the programme, together with the evaluation of the teachers undergoing training, is of considerable interest because of the scope of the programme itself and its crucial importance in the integration of ICT into Greek education. Independently of the organisation of specific programmes the problem of teacher training for ICT is so complex as to demand both a more radical approach and more detailed studies in depth. The research data from other countries and related research in Greece conducted by the present authors, seem to indicate that the knowledge of basic computer functions in combination with positive attitudes to ICT teaching and its relevance to the learning process are insufficient on their own for the full potential of this technology to be properly integrated into the educational system. For example, while the vast majority of teachers involved in the research expressed a positive attitude to ICT in education, this same majority tend to use computers merely as an adjunct to traditional teaching methods and show relatively little awareness of the more developed application of ICT, even within their own specialised fields. Similarly, the use of local networks and the Internet by the same teachers seems to aim no higher than the collection of information to meet their own personal needs.Our research shows that ICT has not significantly affected their teaching perspectives, irrespective of whether they have received special training or not. In the light of these conclusions it remains open to question as to who actually benefits from such specialised training. The effective teacher training, no matter how designated, seems to demand for systematic and lengthy training period, a problem as yet unsolved by the Greek educational system.