This study focuses on the implementation of ICT in UK secondary schools. The work was undertaken in recognition of the complexities a school faces when implementing ICT. There are challenges associated with the introduction of any widespread change to working practices in an organisation, coupled with the additional need for access to technology and associated support and training requirements.The research approaches adopted were to undertake a critical review of the literature followed by case studies in three Government maintained mixed secondary schools. Literature was drawn from two fields; the management of change in an organisation and the field of ICT in schools, as both offer insight relevant to this research. The case studies were of schools which had a record of using ICT in most areas of the curriculum. Data were collected in each case study school via questionnaires to all staff and interviews with between 10 and 12 teachers. Documentary evidence and contextual observation were also used.The findings uncovered a range of issues, some of which specifically related to ICT and others were with regard to features of the whole school culture and characteristics which were influential in supporting or encouraging the widespread use of ICT for teaching and learning across the curriculum. Issues relating to the whole school approach to the use and introduction of ICT included:§ The need for a whole school vision and a strategy for ICT. § The visible and practically demonstrable actions of the Headteacher. § The visibility of ICT use in the school. § The parallel need for expectation to use ICT and support in doing so. § A planned, visible and staged process by which ICT is to be implemented. § Recognition of the need for time to learn and develop meaningful practice. § Recognition of the changing needs and practices of 'participants'.Matters relating to resourcing, support and training included:§ Ease and flexibility of computer access. § Resources which are robust and best support the purpose for which they are to be used. § A programme for resources to be updated and replaced§ Infrastructure of technical support. § Training and the identification of needs. A number factors emerged as being common to many situations where ICT has become embedded in the practices of high proportions of teachers in a school. These included:§ An outward and forward looking approach. § Positive approach to external mandates. § A collaborative culture and one which promotes learning.§ Visibility of management and high expectations of staff and students. The findings showed some small but significant changes in what it is that influences teachers to use ICT since a similar study was undertaken two years ago.The paper also raises issues which came to light as requiring further research. These include:§ A better understanding of the strong evidence which suggests that teachers need to start to use ICT in a setting where they have existing confidence, and that the ultimate aim to develop new ways of working will take time during which teachers will need continued support and encouragement. § A better understanding of the 'dip' in teaching and learning which may take place in early use of ICT was evident; ie lessons were 'worse' not better at the initial stages of ICT use. Recognition of this and ways of moving forward need investigating. § Following up comments from many teachers who used interactive whiteboards and suggested that the impact on teaching was greater than the impact on learning.