In the year 2000, the OECD initiated the Programme for International Student Assessment (PISA). Within the programme, data on school related knowledge and skills of 15 year old students were collected on a very large scale. Since then, PISA studies have been performed every three years and the number of countries participating has steadily increased. At the same time, the use of ICT in and out of schools has come to receive attention. It may come as a surprise that there is no linear relationship between ICT use in schools and PISA results (PISA 2009 in OECD 2010). In Finland whose students usually score very high in PISA, ICT use in school is only in the middle range compared with the other participating countries. In 2011, the OECD published a complete volume on ICT use in and out of school (PISA 2009 Results. Students On Line. Digital technologies and performance). In the 2009 PISA study, digital reading and students’ familiarity with Information and Communication technologies were assessed and then their relationship to achievement-related factors was established. In my presentation, I will discuss the study, present some important results and discuss these critically with specific reference to the European countries involved.