The use of ICT has expanded tremendously in the last decades. From an educational perspective the question of whether or not it affects and innovated learning still seems to be of special interest. However, studies indicate that the resources provided towards and the use of ICT highly differs between countries and the use of ICT affects learning differently in different educational system (Eickelmann et al., 2012). This paper seizes on this finding by using most recent data of more than 20 European countries of the TIMSS cycle in 2011 (Mullis et al., 2012a). By means of descriptive and multivariate statistical analysis it investigated to which extend ICT is used for learning in mathematics and science of fourth grade students and how it is related to students’ subject-specific learning. Considering the finding that learning is strongly related to students’ background characteristics, the presented research comprises students’ gender and indicators of the socio-economic background. In addition, the quantitative findings are validated by examine the implementation of ICT-use in primary schools in national educational policies in different European countries by analysing the national context questionnaires of TIMSS 2011 (Mullis et al., 2012b).