The purpose of this study was to identify the extent IWB integration occurs in instruction and its impact on student engagement in a small, rural school district in the southeastern United States. A study was conducted in core subject areas across K-12 grade spans involving 50 teachers using a mixed methods approach. Teachers were observed twice during 30-minute intervals to ascertain actual IWB usage levels and student engagement. Next, teachers rated their perceived technology skills and IWB integration levels on an electronic survey. Teacher self-reported ratings and researcher observations revealed overall advanced levels of IWB use during instruction, yet individual assessment data by teachers suggest a need for additional training in the use of higher engaging IWB features, coupled with accompanying instructional tools. Analysis of the data revealed significant relationships between training hours and daily use of the IWB, teacher confidence and IWB integration, teacher belief that IWBs improve instruction and connectivity to instructional activities, and teacher belief that IWBs improve instruction and engage students at higher levels in the learning process. The study was inconclusive on the alignment of teacher reported IWB usage levels and observed usage levels. It was also inconclusive about teacher perceptions of IWB use to engage students and observed impact of IWBs on student engagement. Further research on IWB integration in classroom instruction is highly recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]