The purpose of this study was to determine the impact of interactive whiteboard technology on ninth grade English End of Course scores in two high schools in the Upstate of South Carolina in the school year 2011-2012. This study also sought to determine what impact interactive whiteboard technology had on the factors of gender, socio-economic status on ninth grade on English End of Course scores. The study's quantitative research design used inferential statistics to describe the nature of relationship of the variables. Two foundational theories used to frame this study were Vygotsky's (1979) socio-cultural theory of learning and the constructivist theory of learning which was developed by Montessori (1909), Piaget (1936), and Vygotsky (1978). These theories grounded the notion in this study that student engagement was a key component of knowledge construction (SMART Technologies, 2006). The participants of this study were all ninth grade students who were enrolled in two rural high schools in the Upstate of South Carolina and were also enrolled in a ninth grade English course. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data to determine the impact of the use of interactive whiteboard technology on student English End of Course scores. The ANOVA and t-test of independent means were used to measure the variables to make an inference on the research questions. The results of this study were conclusive about ninth grade English End of Course scores as it related to the amount of interactive whiteboard technology instruction given by the teacher. No statistical differences were shown between ninth grade English End of Course scores of students whose teachers used interactive whiteboard technology 50% or more of instructional time as compared to students whose teachers used interactive whiteboard technology less than 50% of instructional time. Further studies on the subject of interactive whiteboard technology and its impact on student achievement are recommended for practitioners and researchers alike. A longitudinal study of the academic achievement of students instructed with interactive whiteboard technology that is tracked from multiple grade levels South Carolina would be of great merit. A study should be conducted with a larger probability sample taken from a larger population of high schools in South Carolina and their counterparts in the United States that use interactive whiteboard technology for instruction. Finally, this researcher recommends that a study of the professional development of teachers in how to properly use interactive whiteboard technology to promote student engagement would provide valuable information concerning the impact of interactive whiteboard technology on student achievement. [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.]