The aim of this study is to investigate the impact of integrating interactive whiteboard (IWB) on students' participation and teachers' teaching practices in a special education school. The case study method was employed in this study. The study was carried out in a special education school with four students two of whom are mentally disabled, one with Down's syndrome and one with autism and two special education teachers. Data was collected through about 20 hours observations in natural settings of a special education school and a number of semi-structured interviews with two teachers during 6 weeks study period. Content analysis method was administrated in data analysis. As a result of the research, various findings were obtained about the quality of the used visuals, the use of touch screen, the students gainig new behaviors, students with different characteristics showing obsessive behaviours, group work and class control. The results show that the use of interactive whiteboards is advantageous in some ways such as having a large screen, supporting multi-media and interaction. In addition, students did not have any difficulties using the IWB. Repeating a process hundreds of times and adaptability of materials for the needs of each student were the important findings which rationalize integrating IWB in special education settings. However, teachers had some trouble with class management at the beginning, but they were able to overcome these problems over time.