Concomitant with the many initiatives concerned with ICT curriculum integration are requirements for measurement of the student outcomes of that integration, in keeping with recent education priorities that emphasize outcomes and accountability. However researching and measuring the impact of ICT initiatives has been found to be a significant challenge. In Queensland (Australia) an instrument to measure ICT curriculum integration quantitatively has been developed, trialled and evaluated. This paper provides an overview of the issues identified by teachers with respect to the affordances and constraints related to the use of the instrument as they experienced it during the trial. The talk is analysed quantitatively using Leximancer software, and qualitatively by thematic analysis. This analysis identifies a number of ramifications for the particular instrument being evaluated, as well as for all instruments with the general intention of measuring ICT curriculum integration. (Contains 2 tables and 2 figures.)