The British Government has prioritised Information Communication Technology within its education policy and all primary schools are now connected to the National Grid for Learning through Internet access. With regard to nursery schools, it may be said that the introduction of Information Communication Technology has lagged behind the primary sector for a number of reasons. Perhaps the main reason has been that many preschool teachers did not see a role for the computer in their setting (apart from administration purposes), since young children sitting in front of a computer did not fit in with their philosophy of early childhood education. They perceived more disadvantages associated with the use of the computer for young children than inherent benefits. However, this attitude is now challenged by several factors: firstly, some preschool children are having experiences with computers at home; secondly, there is an increasing range of quality software available and thirdly, through their own use of the computer, teachers are recognizing the potential for learning within this technology. The development of Information Communication Technology is not referred to within the Pre School Curricular Guidance (DENI, 1997) and this is reflected in or is, perhaps, a reflection of the absence of computers within many nursery schools. However, although Information Communication Technology is not referred to directly within Curricular Guidance for Preschool Education many of its recommendations can be supported through the use of Information Communication Technology. This paper analyzes the role of Information Communication Technology within preschool and what are viewed as the potential benefits and dangers of introducing young children to computers. It also examines how and when Information Communication Technology is introduced and presented to young children and the form it takes. Data collection comprised a number of methods; semi-structured observations of children using the computer in the nursery setting and focus group and individual interviews were conducted with nursery school teachers.Initial findings indicate that where computers are present they appear to be incorporated as a Play Centre where children are provided with adult support. The programs used tend to focus on early literacy and mathematics. Although organizational approaches vary across settings, it would seem that teachers who incorporate their use, find computers providing a positive learning experience for young children who, in turn, are very enthusiastic about their use.