The findings of an initial study of the ICT policy and management for primary education in Cyprus, led to the construction of a pyramid, which represented the different scales of ICT policy and implementation. The scale at the top of the pyramid was studied through policy document analysis as well as interviews with ICT advisors, ministerial employees, responsible for transferring the policy to the schools and for guiding teachers in implementing it. Taking that as a starting point, a further study aimed to explore the bottom of the pyramid, and to answer to questions regarding ICT policy implementation by teachers. The debate between top-down and bottom-up approaches to implementation, in implementation studies literature informed the theoretical framework of this study and contributed in forming hypotheses that led to interesting research findings regarding ICT policy implementation. While top-down implementation literature assumes a 'strong' government, (Younis & Davidson, 1990, in Ryan, 1995) (Sabatier, 1986, in Ryan, 1995) and suggests that it is possible to 'pursue control over the policy environment and the policy implementers', the bottom-up theorists indicate the importance of the role of the implementers and street level bureaucratics in policy implementation (Lipsky, 1971, in Ryan, 1995). This paper enters this debate by presenting both ends, as well as the meso-level of ICT policy and implementation, in Cyprus. Questions such as the following were posed and explored through data gathered with a large-scale survey: How 'ICT in teaching and learning' is described in policy documents and how is this described by teachers? What are the teachers' perceptions about the usefulness of ICT in teaching and learning, and what are the policy makers' perceptions about ICT? When and how are teachers advised by policy documents to use ICT, and when and how do they actually use it? Does the training provided to the teachers by the government affect the way and the frequency they use computers in the classroom? What do policy makers and what do teachers consider as high ICT resources at school? The survey addressed to a representative sample of schools, from all five educational districts in Cyprus, taking an equal number from the population of both urban and rural schools. The survey questionnaires were addressed to the principals and to teachers. While the purpose of the survey was to provide the information for stratifying the sample in order to choose schools to participate later in case studies, it also provided information which enabled me to answer the abovementioned questions. This paper aims to present these findings by comparing the image that policy documents describe about 'ICT in teaching and learning' for primary education in Cyprus, and the image described through the educators' answers to the questionnaires, on the same subject. The survey data also allowed initial theorizing of the process of policy transfer from the government offices to the target population, by reference to theoretical concepts such as 'recipe knowledge' (Schutz, 1964, in Wilson 2002), Hatton's theory of teachers' work as 'bricolage' (1988), and Lipsky's 'street-level bureaucracy theory' (1980). REFERENCES: Hadjithoma, C., 2003, MSc thesis, ICT policy and Management in primary education in Cyprus, University of Bristol, Graduate School of Education Hatton, J. E., Teachers' work as bricolage: implications for teacher education, British Journal of Sociology of Education, Vol. 9, No. 3, 1988, pp. 337-357 Lipsky, M., 1980, Street-level bureaucracy: dilemmas of the individual in public services, New York: Russell Sage Foundation Ryan, N., Unraveling conceptual Developments in Implementation Analysis, Australian Journal of Public Administration, Vol. 54 (1), 1995, PP. 65-80 Wilson, T.D., Alfred Schutz, phenomenology and research methodology for information behaviour research, paper presented at ISIC4- Fourth International Conference on Information Seeking in Context, Universidade Lusiada, Lisbon, Portugal, September 11 to 13, 2002