Since the government published its proposals to develop a National Grid for learning in 1998, schools have made significant progress in the adoption of Information Communication Technology (ICT) to support teaching and learning in the classroom.ICT is now firmly embedded within the National Curriculum, and its use is now compulsory across all subjects. At the same time, home ownership of computers has increased, with large numbers of pupils using computers to access information for coursework, to complete their homework and to contact other classmates about school based work. Yet despite the many advantages associated with the use of ICT, evidence suggests that it is more frequently used by Key Stage 3 teachers than by Key Stage 4 teachers. While this reduction in use is generally attributed to the pressure of the GSCE curriculum, it has also been noted that Key Stage 4 teachers often encourage students to use ICT in their own time. However, this serves to disadvantage students who lack the skills necessary to make effective use of ICT, have no access to a home computer or who lack skills and access. In the present study, quantitative (postal questionnaire survey) and qualitative (one to one interviews) were used to examine the extent to which use is made of ICT across the whole curriculum at Key Stage 3 and 4. Possible barriers to ICT use were also explored, with the emphasis on teacher confidence with ICT, teacher training in ICT use, and teacher and pupil enthusiasm for ICT in the classroom. While the study is ongoing, it is intended that the results of the questionnaire will be subject to analysis using SPSS for windows. One to one interviews will be tape recorded for subsequent thematic analysis. The results from the research will be discussed in terms of their implications for government policy and pupil achievement.