The purpose of this qualitative phenomenological study was to investigate the lived experiences of teachers at an urban Title 1 elementary school regarding the training, beliefs and use of interactive whiteboards as a resource to raise student mathematical achievement levels. The problem addressed in this qualitative phenomenological study was the mathematics achievement gap between Title 1 elementary school students and their peers in non-Title 1 schools. The ten teachers selected for this study agreed to participate in an 11 question open-ended interview. Throughout this qualitative phenomenological study a modified van Kaam method of analysis by Moustakas (1994) was implemented along with the use of NVivo software. The modified van Kaam method of analysis by Moustakas (1994) was used in conjunction with tape recorded interviews of the respondents. Six main themes emerged because of the interviews being conducted and included, reflections associated with the interactive whiteboard training experiences, interactive whiteboard resource person availability, and benefits associated with using an interactive whiteboard in mathematics class. The other three themes that emerged included challenges associated with interactive whiteboards, the impact of interactive whiteboard on mathematics learning, and teacher collaboration relating to interactive whiteboards. [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.]