This thesis aims to prove that the incorporation of interactive whiteboards into the foreign culture teaching methods leads to more effective learning. Students taught with the help of this new technological device become culturally more aware and they gain wider and longer-lasting knowledge in cultural aspects. The paper has two major parts. The first is a theoretical part, a literature overview on culture teaching and interactive whiteboards. The second is a practical part, concerned with a research carried out in a primary school with the participation of an English teacher and two lower-primary groups. The research was designed to collect data on the advantages of IWBs in favor of traditional methods. The practical part is followed by the analysis of the collected data from two progress test written by the test group and the control group after the different teaching procedures and some discussion on the findings. The thesis gives details about that test groups reached better results in both tests than the control group. Still, because of some limitations of it, this study can rather serve as a starting point rather than basis of general conclusions.