Recognising the key role of the teacher for the application of technology in education, this study investigated the nature of the "epistemological obstacles" that hinder the acquisition of information and communication technology (ICT) skills by teachers. The research was implemented among a group of teachers who participated in a national training programme that took place in Greece. Teachers who participated in the first phase of this programme were expected to acquire basic skills in the use of ICT. It is anticipated that through later phases of the programme participants will acquire the appropriate skills in the use of ICT so as to be able to use this technology for educational purposes. Data for the research were brought together through two separate questionnaires which were answered at the beginning and the end of the programme by secondary and primary teachers of the Dodecanese Islands. Useful conclusions were reached concerning "pedagogical obstacles" (the form of epistemological obstacles within educational contexts) which are shaped during the didactical process. The primary obstacles were proved to be related to verbal expression. Additionally, most obstacles were found to differ in respect to some participant characteristics (such as gender, speciality, whether teachers work in primary or secondary education, age). In order to detect ways to overcome such obstacles, further research will be required. (Contains 1 table and 1 figure.)