This paper will discuss the implementation of the professional development programme ‘‘Intel† Teach'' in Germany, the UK and France, as a publicprivate partnership. The programme is designed to help school teachers to effectively integrate technology into learning and teaching and to help students develop key ‘‘twenty-first century skills''. The implementation of the programme, which has so far involved over 400,000 teachers spread across the three countries since 2004, followed different models in the three countries, as a result of differing national education policies, systems and needs. Data from the external evaluation of the programme in Germany are used to examine the factors on a systemic level, which affected the implementation, effectiveness and sustainability of the programme. These factors are grouped into three categories: (1) concept transfer, (2) experience transfer and (3) establishing standards.