The purpose of this study was to identify the level of teachers' knowledge and ICT integration according to the International Society for Technology in Education (ISTE) Standards for Teachers among three urban, secondary schools in Central Texas. This study also investigated why, how and whether teachers in different secondary schools may integrate new literacies (or ICT) differently and whether ICT related professional development activities and procedures might differentially contribute to the integration of ICT into classroom instruction across the three schools. The quantitative findings from the survey instrument suggested that the urban secondary teachers described themselves as having an adequate amount of knowledge of the ISTE Standards for Teachers in Category 1, 2, and 3. The mean scores for the standards in Category 1, 2, and 3 N=12 had a mean of M=3.46. Data collected during teacher observations were compared with the teacher self-report survey responses as a means to determine the degree of relationship between knowledge, professional development opportunity, and degree of implementation of ICT related instruction. The data indicated that in comparison to the information on the teacher survey, students did not participate in the literacies of the Internet as much as the survey indicated. The results from this study showed that some schools have fallen behind the expectation of the twenty-first century teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]