This qualitative instrumental case study set out to explore how the national e-Education policy is appropriated by teachers in South African schools. The meta-theoretical paradigm was social constructivism and the research strategy of inquiry utilised backward mapping principles. A socio-cultural approach to policy analysis and emancipatory theory provided the theoretical framings of this study. The case study design included a mix of data collection methods namely, interviews, classroom observations, document analysis and a researcher journal. Findings revealed that the existence of an "invisible national E-education policy" served as a catalyst for teacher agency in the formulation and implementation of a school ICT policy. Second, a change in the implementation paradigm of these teachers highlighted their role as transformative ICT agents. Their stance shifted from being merely conduits of policy, to becoming proactive socio-cultural actors in the formulation and appropriation of a school-based policy. Third, a new construct to policy appropriation emerged, namely the ignorance of teachers about the national e-Education policy led to their practice informing policy. Teachers' beliefs, attitudes, will and professionalism are key to ICT policy formulation. Teachers' experiences of policy implementation are valuable assets that should be incorporated in the formulation of policy.