This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers’ teaching. The following more precise research questions were explored in this study: How do IWBs mediate teaching actions? What is privileged in IWB-mediated teaching actions? Over five months, five preschool teachers and 22 children aged 4-6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between mediational means and teachers’ mediated teaching actions and mapped what is privileged. This study highlights seven ways that using a particular digital technology, the IWB, informs teachers’ teaching practices. This study, furthermore, maps the possible consequences of using IWB in terms of opportunities and constraints in early education.