The use of digital technologies (calculators, computers, simulations, etc.) is recommended for teaching and learning mathematics (NCTM 2000; NGA Center and CCSSO 2010). Given these recommendations, technology has been increasingly integrated into the mathematics classroom for decades. The authors began asking themselves about the nature of technology use in the math classroom and how digital technologies can support mathematics teaching and learning. Thinking about this issue led them to look at the various ways colleagues were using online, interactive diagrams (IDs) included within their school system's mandated secondary mathematics curriculum. This article investigates different ways interactive diagrams can be used in secondary mathematics classrooms.