From the diversity of views on the role of information and communications technology (ICT) in education, this article focuses on ICT as a tool for enhancing learning in the subject-defined context. Drawing from evidence gathered from teachers' evaluations of over 300 lessons taught using ICT, we examine the implementation strategies and teacher variable factors which define the pedagogy of ICT use and contribute to the frequently reported successful lesson outcomes. Teachers' perception of success was largely expressed in terms of achievement of subject learning objectives and suggested criteria strongly rooted in their pedagogy developed with conventional resources. The role of teachers' beliefs in underpinning their professional practice is examined and the tendency towards conservative teaching styles is discussed. (Contains 3 tables.)