This paper evaluated how academics, at a mid-sized UK university, used their iPads for teaching. The data were gathered using both quantitative and qualitative methods. Eighty-four academics completed a survey while 22 semi-structured interviews were conducted. Eleven interviewees reported that they used their iPads for teaching purposes and the SAMR model was employed to analyse these teaching uses. The other 11 interviewees stated that they did not use their iPads for teaching purposes and the reasons why these academics were not using their iPads are also explored in this paper. Formal pedagogical support and students' access to iPads were considered important by academics in order to use their iPads effectively for teaching.