Today's society has undergone several massive changes from agrarian age to the industrial age, and now entering into what some call the information age. These changes certainly affect today's educational systems at various levels. In this context, integration of ICT into K12 curricula and teacher education programs is a critical issue. Nowadays, the EU countries are attaching a very high priority to integration of ICT into K12 curricula and teacher education programs. In the process of joining the EU, there is a need for Turkey to reveal the educational policies related to integration of ICT and build up a road map pertaining to these policies. Therefore this study aims to compare the EU countries' and Turkey's in integration of ICT into K12 curricula and teacher education programs. The study included 15 the EU member countries and Turkey. The primary data for the study was gathered from the official documents and reports. First, the data gathered from the official documents and reports was organized in the two categories, which constitute the research questions. Then, the categorized data was compared. The results indicated that learning about ICT at primary and secondary education has now become an integral part of the minimum compulsory curriculum in many countries in the EU. At secondary level this situation is virtually the norm. In a few cases however, the inclusion of ICT is a recent development. On the other hand, in Turkey, learning about ICT is not included in the compulsory curriculum in primary and secondary education, but offered as an elective course. In regard to teacher education programs, in over half of all the EU countries, ICT has become a compulsory part of the curriculum for initial training of teachers for both primary and secondary education. Organization, content and the amount of time set aside for such ICT training are, in some countries, the prerogative of individual teacher education institution. In Turkey parallel to the practices in the EU countries, Council of Higher Education has developed new teacher education curricula for schools of education, and ICT is included in the new teacher education curricula to improve and enhance teachers' IT skills. The results show that importance of the ICT in education is being raised in both Turkey and the EU countries. However, Turkey faces great educational challenges with great number of people to educate, a very large educational system, poor economic situation, inadequate technologies and mass number of students and teachers. In spite of these negative conditions, Turkey has to take required measures in order to catch up with the EU standards in integrating ICT into its educational system.