Interactive whiteboards attract attention with their features and investments made thereto. Thusly, these have become subjects of studies. In this study, the attitudes towards using an interactive whiteboard and learning perception by means of interactive whiteboards were investigated in terms of gender, grade level, and student experience variables. The study was performed with 197 secondary school students by means of a survey model. According to the study results, the negative attitudes against interactive whiteboard were differentiated significantly in terms of gender. Positive attitude measurements varied depending significantly on the grade level and were significantly lower for the students who had use of less than one hour in a week in terms of usage period. In terms of general attitude, attitudes were differentiated significantly in terms of grade level variable and usage period variables. Relating to learning perception by means of interactive whiteboards, a difference was seen for all measurements in terms of gender and grade level. There was also a significant difference observed in weekly education period taken with interactive whiteboard from the point of the other three measurements other than the perceived negative effects. There was no significant difference both in terms of the attitude measurements and the learning perception measurements by means of interactive whiteboards with regard to usage period (year) of interactive whiteboards. It is suggested that similar studies are repeated at high school and with prospective teachers and other student groups in university. Studies to be conducted on the effect of interactive whiteboard are suggested. The idea that novelty always leaves the same impression should be abandoned, and learning activities should be developed in parallel with novelties.