China has started a new curriculum reform in basic education in 2000. Empowerment of curriculum power from government to schools is the most important character in this reform event. Primary schools get potencies to make policies embracing key issues about ICT use. In recent two years, school ICT policies are facing with rigorous resistance from teachers. Relatively few teachers use ICT regularly in their teaching activities and the impact of ICT on existing curriculum is rather limited in China (see Li, 2003). Part of the tension could be explained by analyzing relationships between teachers' beliefs and ICT use explored by researchers in Western settings (e.g. Loveless, 2004). Teachers' educational beliefs influence their educational practices (see Pajares, 1992). ICT use in education also is influenced by teachers' beliefs about teaching and learning (Ertmer, 1999). In this research, influences of teachers' educational beliefs on the implementation of school ICT policies will be explored. Based on the administration of this instrument and an analysis of the ICT policy of schools, conclusions will be drawn at the level of teachers, grade level and school level (multilevel analysis). Brownlee J. Lewis B. & Purdie N. (2002). Core Beliefs about Knowing and peripheral beliefs about learning: Developing an holistic conceptualization of epistemological beliefs. Australian Journal of Educational & Developmental Psychology. 8(2), pp. 1-16. Li Y. H. (2003). Research on information technology and teacher education. Journal of Jilin Normal University. 12(4).Loveless A. (2004). The interaction between primary teachers' perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), pp. 313-326.