The Khanya project has been equipping schools and educators with ICT skills and equipment to be used in the curriculum delivery in South Africa. However, research and anecdotal evidence show that there is low adoption rate of ICT among educators in Khanya schools. This interpretive study sets out to analyse the factors which are preventing the educators from using the technology in their work. The perspective of limited access and/or use of ICT as deprivation of capabilities provides a conceptual base for this paper. We employed Sen’s Capability Approach as a conceptual lens to examine the educators’ situation regarding ICT for teaching and learning. Data was collected through in-depth interviews with fourteen educators and two Khanya personnel. The results of the study show that there are a number of factors (personal, social and environmental) which are preventing the educators from realising their potential capabilities from the ICT.