Schools are being encouraged more and more to write a school-based ICT policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy planning is rather general and underdeveloped. In this study, the content of school-based ICT policy plans and underlying policy processes is explored. Data was gathered in 31 primary schools in Flanders: the ICT policy plan was submitted to a content analysis, and a semi-structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people, and making the organization work), three types of ICT policy plans were identified: 1) an ICT policy plan as a vision blueprint, 2) a technical inventory, and 3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, a variety of different approaches in the processes used to create and execute such plans was found, such as the support of ICT training activities, data-driven decision- making processes and monitoring activities.