Researchers found that various schools took different technology leadership approaches and that school leadership practices were empirically associated with outcomes for teacher performance and student learning. To date, few studies systematically examined the salient aspects of school technology leadership (STL) and science teacher technology leadership (STTL), and the effects of country and grade-level on school and science teacher technology leaderships. A comprehensive technology leadership model was lacking for secondary school science education. Therefore, this research study focused on the status of school technology leadership, science teacher technology leadership, and their relationships and differences across country and grade. In this study, the specific school technology leadership practices and artifacts were investigated in eight schools in the U.S. and China and at both high and middle school levels. This study was completed using both quantitative and descriptive data from surveys, interviews, observations and artifact review. Meanwhile, in the study, school technology and science teachers’ technology leaderships were examined on the bases of their information and communication technology (ICT)-supported learning environment, ICT competence, ICT-enriched curriculum, and ICT-integrated instruction. Additionally, how school and science teacher technology leadership style differed across county and grade-level contexts was examined in this study. As a result, this study increased understanding of the nature and scope of school and science teacher technology leaderships and their differences across country and grade. This study provided school leaders, science teachers, and policy makers with important implications for the development of ICT-integrated education in the digital age.