This quantitative, quasi-experimental, nonequivalent group study examined the impact on levels of measure that determine a return on investment of differing forms of interactive whiteboard (IWB) technology used at a high school in a suburban school district in southeastern Virginia. Three forms of IWB were compared: a full-screen IWB, a mobile IWB, and a tablet-based whiteboard app. Student performance and survey data were analyzed via one-way analysis of variance to determine the impact on participants who were exposed to the forms of technology. The return on investment levels of measure for the three technologies were also compared with groups that did not use any form of IWB. Analyses revealed small but significant differences between forms of technology in three of the four levels of measure: satisfaction, student achievement, and perception of results. Limitations and suggestions for further research are also discussed.