This study examines the information and communications technology (ICT) resource known as interactive whiteboards (IWB) and seeks to determine whether their effective use in Kuwaiti kindergartens generates better student outcomes. A review of the literature suggests that it is quite possible for IWB and ICT in general to further improve upon effective pedagogy. But the literature also indicates that this effectiveness is not a natural result, but is instead derived from effective training in how to utilize new resources. The study compares the ICT knowledge and skills of 30 kindergarten teachers before and after receiving relevant training. Comparing these to a control group, the study finds that the ability to implement IWBs in the classroom is greatly improved through training and that students who are instructed with these resources achieve a better grasp of scientific concepts. The study concludes with recommendations for future teacher training in other contexts.