This case study investigates how the use of an interactive whiteboard (IWB) leads to pedagogical change within a UK secondary school classroom. A teacher's experiences as recorded in a reflective journal, and the responses of students as recorded in a questionnaire, are set within the context of rhetoric about the value of IWBs. It is argued that this action research approach is particularly valuable because of the insights a teacher has on the complexities of the classroom environment. Assumptions about the way in which IWBs should (and do) change the dynamics of interactivity within the classroom are considered by questioning the definition of terms such as "interactive" and "pace". The case study concludes that if a teacher understands and utilises appropriate strategies to meet given learning objectives, pedagogical change will emerge, with teachers empowered by the IWB to consider how learning takes place, and match activities to learners' needs. However, IWB use will be within the context of the philosophy of the teacher and how much he or she wants to pursue new ideas in order to support learning. (Contains 2 tables.)