In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and constructivism were used as the conceptual framework of this study. Multimedia learning theory is the idea that students learn more with pictures and words and constructivism centers around problem solving. The research questions in this study focused on how an IWB professional development program for three elementary third grade teachers influenced changes in their pedagogy, technology integration of IWB, and perceptions of students' learning of math concepts. The purpose of this study was to better understand how classroom practices and perceptions change for teachers who participate in professional development. The qualitative case study design used interviews, classroom observations, field notes, and IWB artifacts. The qualitative data were coded and analyzed using member checking and triangulation. The findings suggest that IWB professional development that is ongoing and focused on content can lead to lessons that are highly scaffolded, interactive, and interdisciplinary in their design. Findings also revealed that IWB usage and purpose changed and teachers perceived that the IWB enhanced the learning experience of the students. The social change implications for this study include the identification of an effective model of professional development that influenced change in classrooms. This study may assist elementary teachers in creating IWB lessons and increasing their understanding of how IWB technology can be used to create highly scaffolded, interdisciplinary lessons and increase classroom interactions.