The paper is an output of the first stage of research project "Information and Communication Technologies in Everyday Work of Teachers" (Czech Science Foundation, Ref. No. 406/06/1022). The central topic of the research is information and communication technologies (ICT) with respect to teachers and their everyday work in primary school. The goal of the project is to explore and describe the ways in which ICT is becoming part of everyday work of teachers as the key agents in formal education. We will study relevant processes, at the level of individual teaching careers on the one hand and at the level of everyday decisions concerning the use of ICT, implementation of this use and its reflection on the other.The empirical research is structured into two stages. The first stage is qualitative, based on the grounded theory. This stage will consist in in-depth interviews with primary school teachers (ISCED 1 and 2) and qualitative observation of ICT use in class. Collected data are coded, classified and grounded in the so-called pragmatic model. The output of this stage is a theory at the level of hypotheses. The second stage will consist in quantitative testing of this theory. The basic method used for data collection will be a questionnaire administered to teachers, construed based on hypotheses formulated as an output of the first stage of the research. We aim at high validity, to be guaranteed by qualitative data analysis, as well as high reliability and generalization potential, to be achieved through quantitative methods. Qualitative methods, which are given the main emphasis in the project, will mediate insights into the significance assigned by teachers to ICT and their use of it. It is this subjective significance that plays the key role in determining whether and how an individual teacher uses ICT in practice. The paper presents the main results of the first stage of the research project - qualitative analysis of in-depth interviews with primary school teachers and class observations (video recordings). The authors show how teachers perceive the process of integrating ICT into their work activities, which expectations or misgivings they associate with it and whether they see it in positive or negative terms. The goal is to view the research problem from the perspective of the so-called "situation definition". We believe that the ways in which teachers construct the presence of ICT in their teaching career for themselves predetermines the ways in which they will use it subsequently. ŠE?OVÁ, Klára, ZOUNEK, Ji?í. ICT o?ima u?itel?. [ICT as seen by teachers.] In Sou?asné metodologické p?ístupy a strategie pedagogického výzkumu. [Current methods and strategies in research in educational sciences; CD-ROM]. Plze?: Západo?eská univerzita v Plzni [University of West Bohemia in Pilsen], 2006, p. 1-10. ISBN 80-7043-483-X ŠE?OVÁ, Klára. Média jako pedagogické téma. [Media as an educationalist topic.] Pedagogika, Praha : PedF UK, 2004, 1, p. 19 - 33. ZOUNEK, Ji?í. ICT v život? základních škol. [ICT in Elementary School.] Praha : Triton, 2006. 160 p. ISBN 80-7254-858-1