During the last decade, large sums of money were invested in many countries to foster the use of ICT in education. In various catalogues, digital competence was named as a 21st century key competence (World Bank, 2003; European Council, 2006). The expectations were that (1) schools would equip their students with ICT skills, (2) schools would bridge the digital divide and that (3) ICT would make teaching and learning more effective (OECD, 2010). It is certainly important to ask whether these expectations have been fulfilled. One way to approach this question is to look at PISA results. The most recent PISA result (PISA 2009 in OECD, 2010) show that in many countries, students are accustomed to using the computer. However, there is not linear relationship between ICT use and PISA achievements. In fact, it seems that in PISA tests, high frequency ICT users do not do as well as medium frequency ICT users. In the present study, we want to explore why this might be the case and who the high frequency ICT users might be. Our findings are based on published PISA data as well our own analyses of PISA data.