This paper reports on a case study of an in-service teacher-training programme for Greek philology teachers, from 2002 to 2003, which was designed to develop the use of information and communications technologies in their teaching. It draws on questionnaires and interviews with 34 teachers who took part in the training. In addition, the three trainers who led the sessions, 10 head teachers from the schools in which the teachers worked and three programme designers were also interviewed. A holistic picture of the programme was formed by comparing and contrasting the views of different "stakeholders" in the programme. It was found that the programme had some impact on developing teachers' information technology skills and knowledge of information and communications technologies as a curricular tool, but the programme had very limited impact on classroom practice. The reasons for this lack of impact included curriculum constraints, lack of time, lack of support and inadequate access to technology. The programme is discussed in the context of the structural difficulties in promoting change in highly centralised educational systems. (Contains 2 figures and 1 table.)