In light of how the knowledge society may give rise to new forms of inequity in schools, the purpose of this article is to examine the stratification of Swedish schoolteachers’ access to and use of ICT. The empirical data consistof a nationwide surveyconducted in 2010, involving 6000 Swedish teachers in all grades (except pre-school and university).Accounting for teachers’ age, gender, grade, and principal organization, bivariate analyses were conducted. The study finds significant differences between teacher’s age and principal organization, indicating a growing gap between teachers in public versus independent schools. The finding is discussed in relation to the current researchand its potential consequences for equitable learning activities