The results of the international ICILS 2013 have shown large differences in conditions of teaching and learning with ICT in European countries. As to the school level, factors like school goals and visions, school leadership, IT-equipment, IT-support, professional development and teacher collaboration vary between countries (Fraillon et al., 2014; Gerick et al., 2014). The theoretical framework of the study (Fraillon et al., 2013) outlines the importance of these factors for students’ acquisition of computer and information literacy (CIL). This paper will focus for the first time on the interaction of the above-mentioned school level conditions: In order to identify cross-border school typologies and their relation to students’ CIL this paper pursues the following two research questions: 1. Is it possible to identify cross-border typologies of schools in the context of ICT in teaching and learning? 2. Do students’ CIL differ between school typologies? To answer the research question, a latent class analysis (McCutcheon, 1987) as well as a multilevel regression analysis is conducted with the statistical software Mplus 7.0. The school questionnaire data from all twelve European countries participating in ICILS 2013 serve as the data basis and is combined with students’ achievement data. The results concerning the first research question reveal five school typologies. Not only different school profiles between countries but also within countries are identified. Differences could be attributed to different national strategies and policies or to different stages of ICT implementation in teaching and learning. The results referring to the second research question show that there are significant differences in the students’ computer and information literacy attaining schools of different school typologies in different countries. The results will be discussed in the context of the importance of school level factors for the promotion of students’ CIL for European countries transition into the digital age.

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