This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning "with" and learning "from" ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning "with" and/or "from" ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning "from" ICT pedagogy with occasional learning "with" ICT approach. However, English teachers facilitated the students to learn "from" and also "with" technology, with production and also with elements of collaboration. This case study illuminates the usefulness of the learning "with" and "from" ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher. (Contains 5 tables and 1 figure.)