This paper summarizes a survey of Dutch junior secondary schools which was conducted to measure their adoption of the "information and computer literacy" (ICL) concept, and to investigate how far the implementation factors identified by Fullan (1982) are consistent with this innovation. The study's objectives were twofold: (1) to collect baseline information; and (2) to provide policy-makers, innovation planners, and curriculum developers with information about ICL state-of-the-art in the schools. The population consisted of a sample of 462 Dutch junior secondary schools stratified as follows: 202 general secondary education (GSE), 187 lower vocational education (LVE), 56 GSE/LVE schools, and 17 middle schools. Instruments included a general school questionnaire (38 items) and an ICL questionnaire, which covered various aspects of introducing this new topic into the school curriculum and requested information on the degree of ICL implementation. Analysis of the responses from 382 schools (83%) indicates that: 70 schools (18.3%) were not active at all with ICL; 107 schools (28%) were teaching ICL to their pupils; 205 schools (53.7%) were in an orientation phase; teachers were the main group for originating adoption decisions; and reasons for not being active with ICL included lack of hardware (76.8%) and lack of time/resources. It is concluded that factors necessary for successful implementation include support from the government and school, positive attitudes and motivation of those involved, and positive experiences with earlier innovations. In addition, factors important at the beginning of the implementation include knowledge about the innovation, contacts with other institutions, inservice training, and materials development. A list of references and 10 data tables are provided. (JB)