The local practice of digitalization in schools is a key component of digital inclusion and literacy policies in most states. However, despite all good ambitions of educational digitalization there are several challenges when it comes to implementation. This paper will elaborate on and contribute to the understanding of implementation of digitalization in governmental settings using an inductive approach with a specific focus on responsibility and sensemaking in mandatory versus voluntary implementation requirements. This paper presents a case study with a mixed-method approach to examine how a Swedish local government, in charge of public education, initiated and implemented a program to enhance the competence of all school leaders in leading digitalization. This program was undertaken despite differences in digital governance requirements in schools and preschools at the time. The case study illustrates the importance of connecting sensemaking theory in implementation processes to enhance the awareness of meaningful realization of digital government in local practices. Additionally, this paper highlights the methodological implications of such theoretical approaches.