The purpose of this quantitative causal-comparative study was to investigate the relationship between the instructional effects of the interactive whiteboard and students' proficiency levels in eighth-grade science as evidenced by the state FCAT scores. A total of 46 eighth-grade science teachers in a South Florida public school district completed a survey via the Internet. Data were analyzed using descriptive statistics, "t" tests, Pearson's product moment correlation, and Spearman's rank order correlation. Results revealed a significant difference in mean between eighth-grade students' proficiency percentages reported by participating teachers and the statewide results for the years 2008-2012 (p < 0.0005), with the exception of results reported in the year 2010 (p > 0.05). The significant results were not found between use of the interactive whiteboard for science instruction and students' science proficiency levels as evidenced by FCAT (p > 0.05), and teachers' professional experience and students' proficiency levels (p > 0.05). The recommendation from the current study is to continue research pertaining to instructional effectiveness of the interactive whiteboard in relationship to standardized tests because existing findings on similar topics are contradictory. There is a need for more empirical evidence on the long-term impact of the interactive whiteboard on students' achievement in science. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]