This paper draws on the results of an ongoing research project centered on French secondary education (collèges, high schools) in three school districts (the académies of Paris, Nancy-Metz, and Lille). Our objective is to study current changes in the field of Information and Media Education (IME) in today’s digital world as related to ongoing curricular redesigns. Specifically, our aim is to identify the scope and the contents of IME in order to understand whether or not, in a changing and uncertain context, secondary schools seek to implement a coherent approach to IME, providing pupils with an info-documentary perspective and an interpretative framework for understanding the world. In our study special attention is paid to the role of the different actors involved in this education. In this paper we focus on school leaders and their assistants. The issue of leadership seems, still a peripheral subject in studies related to information and media education. In speaking about universities, Virkus (Virkus, 2015) points out that the focus is more on “how to secure management support within universities rather than how to demonstrate influential leadership in libraries”. However, recent studies highlight the key role played by leaders at various levels in the university and the significance of this role with regard to developing information literacy and building efficient teams. What can we say about IME in the French context? How do school leaders deal with this education? What is their vision of IME and how do they participate in its implementation? In terms of methodology and data gathering, we administered - via academic mailing lists in the three districts under study - a questionnaire composed of 17 closed and open-ended questions. The questions were designed in order to understand actors’ views about integration of IME: perceived importance of IME, pedagogical aims and key issues of IME, modalities of inclusion, supporting devices, collaborations and partnerships, pedagogical content including specific knowledge and progression, and barriers and aids to the implementation of IME. The results are based on 49 responses (36 school leaders and 13 assistants); respondents are largely convinced of the importance of IME. However, school leaders do not seem to fully appreciate or recognize the importance of their role in the implementation of IME.