ICT-implementation in schools - as a complex innovation process - entails transformation processes on different organisational levels (classroom, school, school system). These transformation processes necessitate not only the acquisition and application of new knowledge, but also a change of pedagogical concepts and existing routines and values. In this paper, we analyze how an innovation-conducive organizational climate (e.g. Anderson & West, 1998) influences the emergence of innovative ICT-practices. Several facets of this innovation-climate, namely goal-definition and shared visions, in-depth communication and transparent information policy, supportive school leadership, and a general support for innovation which includes an organizational consensus on the value of change, were found to be of particular significance. Using the "Promoter-Model" (e.g. Witte, 1973, Hauschildt, 1997), we then discuss the function of key actors (principals, media coordinators etc.) in shaping and supporting such a climate, and identify the different leadership strategies they apply in the process of ICT-implementation.The analyses presented are based on a sample of 21 high-schools of one school district in Germany. A combination of qualitative and quantitative research methods was applied: A standardized questionnaire-based, school-wide survey of 750 teachers plus semi-structured interviews with 3 to 4 relevant actors at each school. Anderson , N. R. & West, M. A. (1998). Measuring climate for work group innovation Development and validation of the team climate inventory. Journal of OrganizationalBehaviour, 19, 235-258. Hauschildt, J. (1997). Innovationsmanagement. München: Vahlen. Witte, E. (1973). Organisation für Innovationsentscheidungen. Das Promotorenmodell. Göttingen: Schwartz & Co.