Language teaching can be enhanced by effective uses of technology; nonetheless, there are teachers who are reluctant to integrate technology in their practice. The debated issue has resulted in a number of Ministries of Education worldwide, including the Greek Ministry, to support a transition through the introduction of Interactive Whiteboards (IWBs). This initiative was not well-received in either the public or private sector, due to the fact that teachers were not provided with any training in how to use IWBs and include them in their teaching. IWBs became intimidating to the language teacher and did not serve their intended purpose in most cases. Nonetheless, there were teachers who were intrigued by IWBs and made an effort to apply them. The present paper focuses on the development of interactive language learning and the effect the teachers' risk-taking has on pedagogy from the teachers' and students' perspectives. The outcomes of the study were that language teachers have taken charge of their own professional growth and take risks in order to help learners benefit from IWBs. However, due to lack of training, teachers and students have not reached the zenith of using IWBs. [For the complete volume of short papers, see ED572005.]