The educational system in Belgium does a good job of providing equal opportunities to access essential software and hardware. This provides educators the platform to create assignments that make use of digital tools. What school and teachers fail to address is the existing inequity in mastering the provided software and hardware. Something as simple as writing assignment requires knowledge of a keyboard and the skills to use a text editor. Looking at scientific evidence the knowledge and skills gap between students on ICT literacy is enormous and its impact not yet fully understood. At the moment this gap is not dealt with in a holistic way. Some teachers support students with ICT literacy, others are unaware because. Both students and educators feel frustrated because the expectations are unclear. ICT literacy is like an unseen barrier that stands in the way of quality education and educational excellence. The OECD states that ICT literacy in its highest form has the potential to change the way we live, learn and work. To provide equal opportunities for success in our educational system reducing the ICT literacy gap is essential. On a school level I identify two challenges. The first is to asses and monitor ICT literacy for individual students. The second is to map the ICT literacy curriculum on a school wide basis. Solving the first challenge will guarantee awareness and provide the students to take ownership of their own ICT learning. Facilitating schools in mapping ICT literacy will ensure transparent and concrete expectations for all stakeholders in the community.