The paper explored the views of teacher trainees and their mentors in two different school subjects to explore which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching. The sample was two successive cohorts of secondary science and history trainees and their supervising school mentors. Data was obtained from trainees in the form of questionnaires at various points in their training, focus group interviews and telephone interviews with trainees during their first year of teaching. The overarching message from trainees in this study was the importance of school-based ICT role-models, the significance of impact moments' that manifestly had a positive impact on the quality of teaching, and a clear preference for using ICT within ordinary' classrooms. The article has undergone peer review by two anonymous referees. This is a dual-authored paper with a 50% contribution from each researcher.