This document summarizes a study that examined the perspectives of teachers of science on the affordances and pedagogical practices of using interactive whiteboards (IWBs) with children aged 5-6 years. Seven teachers were interviewed about their experiences using IWBs in their science classrooms. The preliminary analysis revealed that teachers used IWBs in a variety of ways to bring contemporary content into the classroom and engage students in investigative science. Promoting authenticity and connectedness, multimodality and versatility, and efficiency were highlighted as benefits. However, traditional classroom settings, low technical support, and insufficient training presented challenges to effective IWB implementation.