In this paper the authors utilise findings from the Economic and Social Research Council-funded InterActive Education project to present a characterisation of the sub-culture of school music with Information and Communications Technology (ICT) in England. They consider the opportunities and challenges ICT presents to the teaching of primary (ages 4-11) and secondary (ages 11-18) classroom music through an investigation of the perceptions, personal philosophies and pedagogical styles of seven teachers with whom they worked over a period of three years. Their work is underpinned by Goodson and Mangan's definition of subject sub-culture and they draw on Shulman's notion of "knowledge bases" in order to categorise and discuss the data. Through the identification and elaboration of key themes, the authors provide a snapshot of the emerging sub-culture of music and ICT in schools. (Contains 11 notes.)