Abstract: Integrated learning systems (ILS) continue to dominate the school technology market with their interlocking suite of digital instructional resources and a management system. These systems have become popular among educators, yet, the belief that ILS are indeed assisting in the student's learning is one that may be misleading. The purpose of this study was to examine educators’ reported knowledge, utilization, effectiveness, and satisfaction with an ILS in three small, rural Title I school districts in South Texas. While educators in this study have high levels of approval for the ILS and staunchly believe in its’ effectiveness, they report moderate levels of knowledge about system tools and the ability to analyze the data it produces. In high stakes testing environments, educators need dual competencies in the technical skills to make use of management system tools and data analysis skills to probe the data an ILS produces.