This thesis aims to prove that interactive whiteboards (IWBs) can facilitate vocabulary teaching and learning with it can be even more efficient than the traditional way. The paper is divided into two main parts. The first one is a literature review about vocabulary teaching and IWBs. The second part is a research where the use of the interactice whiteboard and the traditional classwork are compared and contrasted during English as foreign language (EFL) vocabulary teaching lessons. Altogether 76 Hungarian primary school students in Eger participated in this research in four groups. The aim of the research was to prove that students who learn with IWBs will consolidate vocabulary at a deeper level. The study proved that the test group students performed better in progress tests than control group students. In the second part of the reserarch it has also been proved with four weekly repeated progress tests that test group pupils have more long-lasting vocabulary retention. In spite of certain limitations the study suggests some pedagogical implications and the final conclusion is that IWBs can facilitate vocabulary teaching very well.