Across the world computers, and at an increasing rate interactive whiteboards (IWBs), are being deployed to schools as tools for teaching and learning, despite inconc lusive evidence regarding their benefits to these environments (Cuban, 2001). The paper describes two case studies as part of a feasibility study performed on behalf of the East ern Cape Department of Education (ECDoE) to investigate the benefits and drawb acks to the use of interactive whiteboards in South African schools. By examining related work and our own experiences, it identifies seven criteria for the successful integration of interactive whiteboards into teaching environments. By carefully examining each criterion individually, across two schools, the paper illustrate s that unless teachers change the way they view, resource and teach classes, interactive whiteboards ca nnot be successfully integrated into South African schools.