This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT-enabled, instructional reform. Data on ICT coordinator roles were collected from semi-structured interviews with ICT coordinators and colleagues, and from school documents. The data were analysed and coded according to the elements of architectures for learning and shown to influence instructional reform. The paper presents four cases of ICT coordinators with roles intended to provide instructional support, technical support, both instructional and technical support, and neither instructional nor technical support. By comparing architectures for learning associated with different intended roles, we find that different conceptualizations of the ICT coordinator are connected to particular decision-making mechanisms and organizational units found in a school. We also uncover differences in architectures for learning organized for ICT coordinators that are intended to provide instructional support compared with those intended to provide technical support. Using an architectures for learning framework in the design of an ICT coordinator role can be foundational to the successful participation of the role in the instructional reform.