In this article, we report the observed differential uptake and use of computer programs and activities of seven boys and girls of high, medium and low attainment in a classroom in the UK where over 40 children aged 10 and 11 have a networked PC on their desk all day and every day. We observed the detail of what happened in the small space between the pupil and the screen over the period of 1 year in the social and instructional context of the classroom. We found interesting individual differences superseding the expected variation based on gender and attainment. We suggest some possible "within child" and external factors which may contribute to these differences and consider some of the implications for teaching and learning through ICT and the need for further research to investigate the nature of these differences.