The focus of computer literacy in education has evolved from teaching computer programming to integrating information and communication technology (ICT) across subjects. However, most schools in Hong Kong or elsewhere consider computer literacy as a stand-alone subject. One important question is how teachers integrate computer literacy into other subject teaching. There is no simple method, however a well-defined pedagogical strategy might help teachers and educators to better understand the issues and opportunities that the integration provides for meaningful learning. This chapter endeavors to report a case study of integrating computer literacy into mathematics instruction in a Hong Kong secondary school which focused on exploring essential conditions to the integration from the different ways students and teachers experienced the implementation of the curriculum integration. Four conditions emerged from the data analysis, namely, student performance and preference, pedagogical approach, student satisfaction, and perceived constraints.