The appearance of interactive whiteboards (IWBs) in schools in Britain and other parts of the world has been accompanied by research that attempts to analyse their effects on teaching and learning processes. The majority of studies to date have been carried out in schools in England in mainstream numeracy and literacy classes. The present paper attempts to contribute to this growing body of research by focusing on IWB use in a different learning context: an English language immersion class in a British primary school in Spain. Focus group interviews and annotated drawings were used with a class of NS and NNS children to identify their perceptions of the IWB and how it helps them learn. Issues that emerged from the data included the children's desire to interact more with the IWB, their frustration with frequently occurring technical problems, and the importance, particularly for the NNS, of the multimodal properties of the board.