This study investigates primary school students' perceptions of interactive whiteboard technology and its influence on their learning during mathematics instruction. Using Bubble Dialogue templates, group interviews and lesson observations to gather data on student views and the classroom context, a theme-based description of student perceptions was developed. Student reactions were predominately positive and mostly related to the ways in which the multimedia affordances supported their learning. However, the majority of their comments related to engagement factors rather than deep learning and understanding, and the lesson observations revealed teacher-centred approaches, with limited strategies to promote student interaction and higher-order thinking. The findings highlight the need for supporting the professional learning of teachers even though they may have been using an IWB for several years, and particularly in relation to the increased emphasis on using technologies in the new Australian mathematics curriculum. (Contains 1 figure.)