The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers' IWB self-efficacy scores, outcome expectation scores, interest scores, and selected personal and professional characteristics. The findings of this study revealed that as age and years of teaching experience increased, levels of self-efficacy and outcome expectations decreased. Therefore, younger and less experienced teachers were more efficacious and had higher expectations regarding the use of IWBs. Further, this study showed that teachers who perceived they used IWBs more frequently demonstrated higher levels of self-efficacy and outcome expectation. Recommendations and implications point to the creation of professional development opportunities for "digital immigrant" teachers to learn how to use IWBs more effectively and engage students better. In addition, future research should examine how "digital native" teachers are using IWBs as well as other interactive technologies they may be using in their classrooms. (Contains 6 tables.)