The purpose of the first study is to investigate the progress of teachers in terms of those factors which have contributed to good practices in an ICT integrated curriculum. The results are based on the observations and stimulated recall interviews with six teachers, conducted in three schools that have made advances in educational ICT use. “Good” practices in this study were cases in schools that have been selected by the Flemish inspectorate, irrespective of whether those practices exhibit features of a specific educational paradigm. The teachers in these schools were chosen by the principal. In other words, no conceptual criteria were used for the case selection. The analysis resulted in the reconstruction of the teachers’ professional development in the field of ICT integration in education in relation to their observed practices. This provided insights which helped in understanding how the teachers were using ICT in order to improve their educational practice, why each teacher believed that ICT was important, and what critical factors lead to this expertise. During the presentation, the authors will elaborate on the developmental approach of the study and the key findings, as well as discussing the implications for practice and future research.