This article presents a study whose purpose was to examine how the educational system functions following the assimilation of a technological environment and how the relationships between the subsystems are affected and affect each other following this change. The study took place over the course of three years in schools in the State of Israel using questionnaires, observations, case description, and focus groups. This study used the Systemic Control Model (SCM), which provides a system of feedback and control. Through application of the model significant data is received informing one about the progression of the change process while the execution of the stages and various processes are being carried out. The process of introducing the computer as an educational tool into the educational system necessitated the application of two control models: the in-depth control model and the time continuum control model. The in-depth control model examined the various factors that participated in the process and their mutual influence, and the time continuum model received feedback at various points in time. The major conclusion of the study is that the combined activation of both control models is a condition for the success of the assimilation process of any education system change.