Integration of ICT into teaching and learning has risen on the South African education agenda, particularly with the release of the White Paper on e-Education in 2003. This empirical paper draws on survey data from the evaluation of the Intel[R] Teach to the Future programme in South Africa to reflect on ICT integration in South African classrooms. The article highlights the complexity of ICT access and reflects on both stages and types of ICT integration. Factors affecting ICT integration in South African classrooms are discussed, as are learner and educator responses to technology integrated lessons.