This qualitative study aimed to reveal patterns of empowerment among ICT (Information and Communication Technology) coordinators during ICT reform implementation in schools, and to examine if and how a sense of empowerment is expressed in their roles as teachers and as agents of change. Semi-structured in-depth interviews were conducted with 24 ICT coordinators from elementary schools, who were asked to describe the ICT role and its affects upon them. Findings indicate that participants felt empowerment in three areas: (1) personal; (2) subject area; and (3) leadership. All participants felt personally empowered by their new role. This was expressed in a sense of self-efficacy, a sense of responsibility, intrinsic motivation to act, and the ability to lead change and overcome resistance. Some also felt subject area empowerment, which expressed as a desire to learn more about ICT, pedagogical-technical knowledge, and improving the quality of their own ICT teaching. Others experienced leadership empowerment, which manifested as being able to instruct staff members, expand their own areas of authority and achieve hierarchical job advancement. Those 10 participants who experienced (1) and (2) saw their future career advancement as becoming better ICT teachers, whereas those 14 participants who experienced (1) and (3) perceived their ICT coordinator role as a lever to achieve leadership positions, not necessarily within education. All the ICT coordinators reported that the ICT coordinator position positively affected the way they undertook their other teaching roles. The study indicates that synergy results from holding a dual role as teacher and ICT coordinator.