This paper, part of a larger comparative study jointly developed by IPTS (Seville) and DG INFSO (Brussels), deals with ICT and L2 learning as enablers of integration and the everyday engagement of adult migrants in both in the Netherlands and Sweden. More specifically, the paper provides a qualitative snapshot of the current situation in these two countries where migrant integration is regimented by opposite policy regimes with sharp differences in their ICT provision (a highly developed private market for the former versus a more scattered range of online free resources for the latter).The cases highlight some driving factors: ICT provide greater choice for learners and diversification of activities. It allows the upgrading of some basic ICT skills for lower ability learners. It permits personalisation and flexibility. It fosters the independence of the learner. Yet again, there are barriers that cause the full potential of ICT to remain untapped, especially in terms of: interactive capacity of the tools being used (ICT often used as a digital transposition of printed matter); possibility to bridge L1 and L2; variety of uses of ICT (using different medias and ICTs). The paper concludes with some considerations aimed at educators and policy makers. First, it proposes that although L2 acquisition is a crucial factor for integration, the level of language proficiency is not directly correlated with the level of integration of the migrant. Second, it reflects on how the role of ICT for L2 learning could lead to a more effective enhancement of migrants� integration�s paths in the host society. ; JRC.DDG.J.4 - Information Society