In Sweden, according to the present curriculum lower secondary schools are responsible for providing and tutoring all students in information and communication technology (ICT) as a tool in the search for knowledge and learning. In this article, it is proposed that schools have different preconditions to fulfil these obligations, depending upon how they integrate ICT into their pedagogical practices. The aim of this article is to examine the relationship among classrooms, ICT access, and pedagogy by comparing three Swedish lower secondary schools with different social compositions. The data consist of observations, interviews and policy documents. It is suggested that it is necessary to have sufficient equipment and strong pedagogy for all schools to fully use the potential of ICT as an educational, learning and teaching tool. It is concluded that the schools do not have equal opportunities to provide students with a pedagogical practice that can enable ICT skills and knowledge due to unique mandatorships and social acting spaces.