This research examines teacher attitudes and anxieties about interactive whiteboard (IWB) use as related to perceived classroom implementation to enhance student engagement and achievement. The research took place in four western Pennsylvania, U.S.A. school districts. Data suggest that the districts in this study have invested in IWB technology and the majority of teachers are using IWBs on a regular basis for instruction. While nearly 78 percent of all teachers surveyed reported using the IWB either "Often" or "All the time" and 75 percent of them reported using an IWB for two or more years, it was also noted that higher levels of teacher IWB self-efficacy corresponded to more frequent use of IWB technology in the classroom. The teachers' sense of self-efficacy was strongly related to levels of training and support the teachers believed they received, as well as teacher-reported anxiety. Additional support and training opportunities were found to be helpful for increasing IWB use, lowering anxiety levels, and increasing perceptions that IWB use positively influences desired student learning outcomes.