peer reviewed ; Information and Communication Technologies have impacted every business in the last decades. Education, as part of the knowledge business, has acknowledged the digital revolution and educational policy makers have tried to harness the powers of these new tools and to address the associated challenges, with more or less success. In Luxembourg, we have seen several attempts to help schools to strategically integrate ICT into everyday pedagogical activities. However, teacher beliefs associated with value of using technology (value beliefs) are rather understudied. The aim of this study was to document and understand technology acceptance of teachers to ensure successful technology integration. Quantitative data was collected through a survey of 127 teachers and analyzed through a mixed-method approach. Findings revealed both the dependence of value beliefs on perceived ease of use, subjective norms and a pedagogical approach and their independence from gender, age, experience, and school subject.