This study focuses on the use of ICT the classroom, school policy and the teachers' future ambitions with respect to the use of ICT.Studies from the past show that the actual use of ICT in educational practice appears to be quite limited, since the main purpose in many classrooms is to provide drill and practice applications (Smeets & Mooij, 2001; Smeets, 2005). There are several aspects that are relevant preconditions for the implementation of ICT in the classroom. First, the skills as well as the views of teachers are of significant importance (Hannafin & Savenye, 1993; OTA, 1995; Ten Brummelhuis, 1995). Second, the school policy, the ICT infrastructure, and ICT support are relevant factors (Smeets et al., 1999). Senior management is expected to 'drive the change' (Kennewell, Parkinson, & Tanner, 2000) and foster the emerging of an ICT school culture. This involves providing the infrastructure that is necessary, providing opportunities for professional development, providing time for implementing changes (see, e.g., Maddin, 1997), and generating the perception that the integration of computers in education is expected (Marcinkiewicz, 1996). Following Becta (2003) the role of school leaders is crucial to the success of ICT developments in the school. School leaders of the future need knowledge, skills and understanding in" how ICT can support, enhance and improve teaching and learning; " motivating and developing staff to achieve effective teaching with ICT; " developing and sustaining ICT resources; " how management information systems can improve school effectiveness.Focus of this presentation will be to construct a model which comprehends the following aspects" Characteristics of the use of ICT in the classroom. How often do teachers use ICT and how do they incorporate this in their teaching strategies? Are teachers willing to change and extend the use of ICT or the nature of ICT use? " The perception of teachers and school leaders in their needs of ICT support en the role of school leadership on the integration of ICT in the school." The extent to which the relevant preconditions, involving the availability of computers, software, technical support and knowledge of how to use ICT in the classroom are met according to the views of teachers and ICT-coordinators.The data from the present study provide an opportunity for studying factors that foster the use of ICT in the classroom, at the teacher level as well as with respect to the school level. In addition, data were collected with respect to teaching strategies, with and without the use of ICT. Data are available from questionnaires that were completed this year by ICT coordinators and teachers from primary and secondary schools. These data address all relevant aspects of the use of ICT and school policy with regard to ICT in primary and secondary schools. Prior to this study, a pilot study of the use of ICT in the classroom was conducted (Van Gennip et al., 2006). Results show that ICT is used more in primary schools than in secondary schools. In primary schools focus of ICT use is on knowledge transfer, whereas in secondary education, there is more emphasis on knowledge construction. Teachers would like to expand the use of ICT in the future. In that process, they seem to focus more on the use of ICT in knowledge transfer as compared to knowledge construction.In the present study a conceptual model with regard to the use of ICT in educational practice in schools, the school policy and the teachers' future ambitions will be developed and tested by means of Lisrel procedures. The results of these analyses will be presented at the ECER 2007 conference.Becta (2003). 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Ontwikkeling instrument didactisch handelen - Vier in Balans Monitor [The development of an instrument to assess teaching strategies]. Nijmegen: ITS.