The purpose of this study was to investigate whether the use of interactive Whiteboard technology in mathematics class could improve student achievement as measured by scores achieved on the South Carolina State Palmetto Achievement Test (PACT). The study examined fourth grade mathematics achievement test scores for students whose teachers used Whiteboard technology in their classroom instruction in comparison to students who did not get exposed to mathematic instruction supported by Whiteboard technology. A total of 356 students were involved in this study. Forty percent of the students were enrolled in mathematics classes that used Whiteboard technology and 60% of the students were enrolled in mathematics classes that did not use Whiteboard technology. The study examined four independent variables (classroom technology, gender, racial ethnicity, and free and reduced lunch), and two dependent variables (MAP and Palmetto Achievement Challenge Test). Descriptive statistics were used to summarize the data and Analysis of Covariance was used to examine for mean differences as well as to control for students' prior academic knowledge. The results revealed that there was no significant difference in achievement scores of students receiving mathematics instruction using Whiteboard technology compared to those students who received mathematics instruction without Whiteboard technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]