This study examines the data of students from Finland (n = 8,829) and Turkey (n = 4,848) who participated in the 2012 Programme for International Student Assessment (PISA). The purpose of this study is to discern whether the use and availability of information and communication technologies (ICT) at home and at school have a differential impact on academic achievement in mathematics and science. In both countries, structural equation modeling analyses revealed that the "use of ICT at school for mathematics lessons" was negatively associated with mathematics, while the "use of ICT at home for schoolwork" was not associated with mathematics and science. The "availability" of ICT at home and at school was positively associated with achievement in Turkey, but not in Finland. Finally, the "use of ICT for entertainment" was associated positively with achievement in Turkey, but negatively in Finland. These results have implications for the adoption of ICT in formal and informal learning environments.