This paper is the product of a research project carried out at the University of the Aegean under the PYTHAGORAS II initiative (EU and national research program strategy). It deals with the introduction of ICTs in the Greek schools. This policy had been one of the major innovations that the Greek public education system has attempted to introduce in recent years. It was thought that this innovation would produce medium and short-term benefits for teaching-learning purposes and for bringing Greek public schools closer to the modern era in line with developments in other industrialized countries. Major training programs for teachers were initiated and teachers were invited to participate. Moreover, a national scheme was put into place to equip schools with a minimum number of computers and other ICTs. Even though teachers have overwhelmingly acknowledged the value of ICT use for teaching-learning purposes in our quantitative investigation when it came to actual use they reported minimal or no use at all. So, the research team moved into a qualitative investigation of the factors that hamper ICT use in Greek schools despite the official rhetoric in favour of it. The overall research methodology for examining ICT use in Greek schools included both quantitative and qualitative techniques. Following the results from a quantitative investigation through a survey that showed the poor use teachers made of ICTs in Greek schools we preceded with a qualitative in-depth investigation in order to examine the factors that accounted for this non-use. For the purposes of this paper we only focus on the qualitative data collected during these interviews, although quantitative data are used to triangulate our findings and interpretations. Emphasis was given to qualitative interviewing because it served best the purposes of our study, which aimed mainly at exploring the ways with which social actors interpreted the particular social phenomena and their place within them. More specifically, in-depth interviewing allowed us to probe into the micro-sociological level of the interviewees' own experiences and perspectives and the meanings they gave to situations through rich and detailed answers. It has been affirmed that such interpretations are usually extremely complex and difficult to access through other methods of data collection. The selection of the particular group of teachers was done following a theoretical sampling technique based on the following rules of inclusion: teachers (male and female) who received training on ICTs and who worked in schools where ICTs were available but did not utilise them in their teaching. The interview transcripts are still in the process of analysis. Early findings however point to interesting structural problems in the way the Greek public schools are organised. Particularly they point to the lack of an ethos among Greek teachers to take on initiatives and challenges. On the hand the absence of rewards and proper scrutiny from administration and on the other poor initial and in-service training and almost complete lack of a supportive system for teachers for the work they do has allowed for a "civil servant" mentality to develop. Under this mentality little care is given for putting into practise reforms and ideas that on a theoretical level might be supported by them.McKenzie, J. (1993, September). Barriers to new technology. Part one: Staff balkanization--Reprise. From Now On, 4(1) [Online]. Available: http://www.fno.org/FNOSept93.htmlMcKenzie, J. (1994, May). From technology refusal to technology acceptance: A reprise. From Now On, 4(9) [Online]. Available: http://www.fno.org/may94fno.html Miller, N.N. (1998, Summer). The technology float in education today. Science Activities, 35(2).Monahan, T.C. (1996, Winter). Do contemporary incentives and rewards perpetuate outdated forms of professional development? Journal of Staff Development, 17, 44-47.Norton, P., & Gonzales, C. (1998, Fall). Regional educational technology assistance initiative. Phase II: Evaluating a model for statewide professional development. Journal of Research on Computing in Education, 31(1), 25-48.Saye, J.W. (1998, Spring). Technology in the classroom: The role of dispositions in teacher gatekeeping. Journal of Curriculum and Supervision, 13(3), 210-234.Tenbusch, J. P. (1998, March). Teaching the teachers: Technology staff development that works. Electronic School [Online]. Available: http://www.electronic-school.com/0398f1.htmlEuropean or International Journal