This paper focuses the ongoing developmental work in three projects aimed at enhancing ICT in teacher education. Instead of studying effects after completed developmental work I will in the framework of Yrjö Engeström´s expansive cycle in a three- step procedure clarify if the project organizations have provided or can provide situated preconditions for learning in an ongoing developmental project. I´m interested in preconditions that can enhance the possibility for the results of the developmental projects to lead to sustainable change, long term effects.  First I will with the help of the expansive cycle, clarify contradictions within or between activity systems. I will then investigate if the universities that host the projects have provided preconditions for expansive learning that promote sustainable change in the organizations. Second I will clarify four critical preconditions for sustainable change and discuss them in a socio cultural perspective. Thereafter I will put the four preconditions that I have clarified, in a framework of an expansive cycle. I will finally use the model to clarify preconditions that has made it possible for an expansive learning to take place in the tree developmental projects that I am following in my research.