This article is an evaluation of the use of Interactive Whiteboards (IWBs) as a teaching and learning medium from the perspectives of students in Years 5 and 7 at Firbank Grammar School, in Victoria. It replicates a study undertaken in the United Kingdom by Wall, Higgins and Smith (2005). Fifty-six Year 5 students and 82 Year 7 students at the three campuses of Firbank used a Bubble Dialogue template to record their impressions about learning in a classroom where an IWB is used as a teaching medium. Qualitative analysis of the textual material written in "thought" and "speech" bubbles on the templates indicated that students have overwhelmingly positive responses to the use of IWBs in the classroom. It also showed that by Year 7 the students have developed a clear understanding of metacognitive processes and that the IWB facilitates their learning across different learning styles. Information relating to pedagogical practices using IWBs was also gleaned from the data. Teachers at the Year 5 level used the IWBs competently in diverse ways to engage their students, while teachers at the Year 7 level were developing competency. The research reinforces the need for ongoing teacher professional development in the use and integration of IWBs in the School curriculum. (Contains 4 figures.)