Educational technology plays an increasingly essential role in the field of language teaching. The interactive whiteboard (IWB) is one of the recent technologies that Omani schools are equipped with. The present qualitative multi-case study explores the use of interactive whiteboard in Omani English language classrooms. It aims to investigate EFL teachers' perceptions and experiences in using interactive whiteboards. It specifically addresses teachers' cognition and use of IWBs affordances with due emphasis on the reasons behind teachers' avoidance of using IWBs. Qualitative data is collected through interviews and Observations. Four English language teachers who have used this technology in their classes are selected. Each teacher is observed four times and semi-structured interviews are conducted with each participant. Finding reveal that teachers in this study demonstrate positive perceptions towards the use of IWB to enhance participation and motivation, manage the class turn-taking system, to manage time, and meet learners' different learning styles and needs. However, it is also found that the majority of teachers are not fully aware of all technical and pedagogical affordances of IWBs. Findings also show a limited use of functions to teach a limited number of skills. Further, most teachers use the IWB as a presentational tool. Hence, finding show that teachers' negative perception is rather due to lack of training, lack of confidence, lack of digital literacy skills, time constraints. Thence, the present study urges educational institutions and authorities to raise teachers' awareness of the technical and pedagogical affordances of IWBs for an efficient and effective use of this type of technology.