The aim of this research was to understand and develop theory concerning how teachers in a pioneer "School of the Future" in Singapore deal with information and communication technology (ICT) integration, utilising grounded theory methods, within the interpretivist paradigm. Findings revealed that teachers tended not to make radical changes to their teaching methods when responding to the challenges of integration. Instead, they went through a selective process of deliberative adaptation which involved the major categories of acknowledging, adapting, appraising and keeping pace. The study also centred on the main factors that shape teachers' perspectives and experiences, as well as influence ICT integration. Three conceptual propositions were highlighted. These relate to how the categories and processes of "deliberative adaptation" can be understood within the context of everyday classroom practices, as well as teachers' encounters with the dominating forces of society. The theory developed offers insights into how teachers go about their work in an ICT-enabled classroom.