The use of ICT has expanded tremendously in European countries over the last decades. However, studies indicate that access to digital learning resources differs between children from different socio-economic backgrounds (OECD, 2006). This paper focuses on social disparities by means of descriptive analyses of PIRLS 2011 data from European countries (Progress in International Reading Literacy Study, Mullis et al., 2012). The research addresses the questions if there are differences in having access to computer and Internet and using ICT for primary school students from different socio-economic backgrounds. In addition, differences concerning reading achievement in connection with differences in ICT access and use are explored for different groups of students. Findings show that regardless of their background most students, except in Romania, own a computer and have access to the internet at home. But results also reveal that students without access to ICT could be characterized as having a low socio-economic background; also they are low achievers in reading. All students use the computer much more often at home than in school. Considering students’ background, findings in all European countries, except in the Netherlands, demonstrate that students with a low socio-economic background use computers more frequently.