This paper explores the impact of generational attitudes on teachers' ICT use. Findings from the preliminary research suggest that when applications have a use or purpose that extends beyond the classroom and into their social or personal sphere, younger teachers demonstrate noticeable confidence and a higher potential for technology integration in contrast to their older colleagues. Notably, however, if the application is primarily work related, there seems to be no generational correlation in terms of user adoption. In such instances, attitudes and adoption of the application tend to follow Rogers' (2003) diffusion curve dividing into innovators, early adopters, early majority, late majority and laggards rather than reflecting significant generational attitudes. This challenges popular beliefs regarding teacher adoption of ICT as well as the notion of Digital Natives Digital Immigrants put forth by Prensky (2001). (Contains 5 tables and 1 figure.)