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Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers鈥� adoption and integration fell along a continuum, from the technologically confident 鈥渆arly adopter鈥� to the low-use 鈥渞esistant adopter.鈥� Patterns of use are explored by extracting data from representative teachers鈥� practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.