Various studies explored the factors that influence ICT use by educators and suggest that teachers' skills and attitudes are crucial. However, there is not much evidence regarding the school principals' role in the integration of ICT. The study presented here employed firstly, a large scale survey and secondly, a case-study approach (with interviews and observations) in order to explore ICT policy implementation in Cypriot primary education. It was observed that different school principals followed diverse approaches in managing the school. Consequently, their response towards ICT integration and the way they promoted implementation was related to their approach; Goleman's leadership styles (2000) were utilized for describing each principal's behaviour. In addition, principal's leadership style was found to be influencing the school climate (relationships amongst the staff and general atmosphere), which in turn affected implementation. A typology was thus devised and each of the four school-case studies was characterized as 'introvert' or 'extravert' in terms of the school climate.Both, principal's leadership style and the school climate were influential to the degree to which ICT policy was implemented in various schools. This information is particularly important for policy-makers, as it provides indicators for identifying factors that affect implementation.Goleman, D. (2000) 'Leadership that gets results', Harvard Business Review, March-April, pp. 78-9