In order to meet the changing needs of today’s students and society, instructors need to adapt to new teaching methods. The purpose of this case study is to explore the integration of technology into teaching at a mathematics department at a South African University. Questionnaires were completed by staff lecturing undergraduate mathematics and both quantitative and qualitative data were collected in this survey. Selected interviews were conducted with respondents to obtain richer data. The study shows that half of the staff members feel that chalkboards are more suitable than technology for teaching mathematics. This finding supports the idea of a strong subject culture. Age did not emerge as a factor for preference of either technology or the chalkboard, although gender, academic qualification and teaching qualification did. Subject culture is strongly rooted under the male members of staff, while female staff felt more positive towards the use of technology for teaching. The higher up in the ladder of academic qualifications, the stronger the belief in the chalkboard for teaching. Teaching qualification indicated a preference for technology for teaching. Use of chalkboards decreased significantly over the past ten years, while the use of modern technologies has increased accordingly. Teaching of large groups has necessitated the use of technology. A shift in attitude towards technology use in teaching is perceived. There is a trend of moving towards using new technologies. The study showed that the majority of teaching staff make limited use of the LMS. The use of other technologies as a learning tool for students was found to be limited amongst staff. Teaching staff at this department do integrate technology into their teaching, and therefore practise blended teaching. However, many of the benefits offered by technology are underutilised and the use of technology does not necessarily lead to improved learning.