Under No Child Left Behind Act 2001, the Reading First initiative was a component geared toward strengthening literacy skills in schools that were in need of improvement. Despite the intervention attempts through this initiative, research shows that students continue to struggle in literacy, which widens the achievement gap in urban school districts. One possible approach to improving literacy among inner-city students is the introduction of Computer-Assisted Instruction (CAI). Interactive whiteboards are a form of CAI allowing for greater versatility in literacy instruction. The problem is that there is minimal research exploring the potential of interactive white board usage in closing the achievement gap. In this qualitative study, an applied field research phenomenological approach was used to ascertain the perceptions of teachers regarding the use of interactive whiteboards in the classrooms. The study took place in an urban elementary school in Westchester County, New York. The study participants included six classroom teachers and six itinerant teachers. In three months, the itinerant teachers observed six different first- and second-grade classes during which interactive whiteboards were used for literacy instruction. At the completion of the observations, interviews were conducted with all participants. Teachers were asked about their own levels of professional preparation for using interactive whiteboards. Interviews were transcribed and coded, and major themes were categorized and analyzed. The outcome revealed that positive perceptions validated the interactive white board as an effective tool for improving literacy skills, classroom teachers felt that interactive whiteboard training was minimal and sporadic, and that itinerant teachers concluded a classroom teacher's proficiency level in using the white board plays an important factor on how the lesson is taught and conveyed by students. The need for further research in this area is clear, as evidence of long-term comprehension of literacy skills was not evident. The findings assisted educators in evaluating the use of interactive whiteboards for elementary school classrooms. Implications for further research might include a longitudinal study that could provide additional insight into student groupings (homogenous or heterogeneous) based on three years of exposure to smart board instruction in order to ascertain academic growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]