The future of Bahrain's economy and the prosperity of its citizens are, like elsewhere in the world, strongly correlated with ICT integration in almost every life aspect (Anderson 2010). ICT integration depends heavily on digital literacy, which is the ability to make use of ICT in learning and work activities (Erstad in "Education and Information Technologies," 11, 415-429, 2006; Krumsvisk 2006), and which can be understood more clearly by understanding the role of ICT in schools (Hadjerrouit in "Issues in Informing Science and Information Technology," 5, 233-259, 2008) where preparation for the 21st Century skills takes place. This study describes, from the point of view of Bahraini assistant principals, the case and conditions of ICT integration in Bahrain's public schools and exposes the main challenges faced by school leaders in the process. It also discusses strategies and presents recommendations that could help school leaders and policy makers in Bahrain and similar contexts elsewhere respond to such challenges.