The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers' self-reported practices with the IWB. The conceptual framework centers on teachers' self-reported practices as well as the Technological Pedagogical Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. Data were collected from discussion groups with 30 teachers. Overall, the results show a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK) regardless of grade level, gender, or years of teaching experience.