Interactive whiteboards (IWBs) are a billion-dollar industry. Their prominent position in classrooms, frequently the single display to share digital information, draws attention to their influence on teaching and learning processes. This research presents a case-study of a Canadian college with over five years of IWB experience. Findings show that despite implementing best-practices, most instructors underutilize IWB capabilities. This research concludes that the IWB contribution to student learning has been limited with potentially detrimental impacts on student perception and comprehension given the smaller size of IWBs and their lower mounting position when compared to traditional projection screens.