Since 2014, the Montreal Museum of Fine Arts develops a platform called ÉducArt, which offers educational activities carried out from its encyclopaedic collection to support Quebec high schools in their cultural mission. As the development of such resources for schools requires consideration of the class needs and realities (Van der Maren, 1996; 2003) and Quebec’s government intends to continue financing museum platforms (Rocheleau, 2016), it appears important to study the issues associated with the appropriation of digital museum resources, such as those published on the ÉducArt platform, by high school teachers in Quebec. In this context, an analytical framework to better understand these issues seems essential. This article is intended to be a contribution in this direction because, to our knowledge, no theoretical model exists in order to specifically understand the issues encountered by high school teachers when trying to appropriate digital museum resources.