This research examines the usage of local learning material repositories at school, as well as related teachers' attitudes and training. The study investigates the use of these repositories for enhancing teacher performance and assesses whether the assimilation of the local repositories increases their usage of and contribution to by teachers. One hundred and three teachers from four schools took part in this research. In the first school, a local open repository was developed and assimilated as part of the school institutional and pedagogical culture. In the second school, a local repository was developed and assimilated as well, but was divided into two sections: one that is open to all and the other closed. In the third school, a local repository was developed, but its use was not assimilated. The fourth school has no local repository at all. It was found that most teachers use a variety of repositories and mainly their local one, which allows them to effectively utilize their school's information resources and integrates their common experiences. Furthermore, the use of a local repository provides the initial results for set internal standards, leads to professional staff development, and enables institutional information management. Moreover, different types of use of the repositories were found: offline use involves exams, worksheets and presentations; online use includes viewing videos and listening to music files; interactive online use involves computer applications, simulation and remixes; and Creative use was displayed in the creation of adapted instruction processes. Finally, levels of teacher contributions to the repositories varied among the three schools that maintain them.