Societal changes, technological advances, globalisation, economies in crisis, and cultural and linguistic diversity are a reality of life today. Changes to the workforce and the call for knowledge workers mean it is important to acknowledge the place of technology and multimodal texts as central to the learning process in schools. This calls for a curriculum and pedagogy that is able to situate these changing conditions. Multiliteracies is proposed as one such approach. The purpose of this study was to explore beliefs and teaching practices in relation to literacy, technology (Interactive Whiteboards) and a theorised approach to curriculum identified as Multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996). An ethnographic case-study approach with embedded case-study units at the whole-school level, year level and teacher level was applied to build a theorised understanding and description of one primary school culture and to address the two questions guiding the study. The first question sought to explore how teachers’ beliefs and practices are shaped by the implementation of Interactive Whiteboards (IWBs). The second question investigated how the implementation of Interactive Whiteboards influenced what counted as Multiliteracies. To provide answers to these questions teachers’ beliefs and practices were documented and described as they implemented IWBs for the teaching of literacy. Drawing on the work of Argyris & Schon (1974), teachers’ espoused beliefs were compared to their enacted practices. Finally, collective meanings of multiliterate practices were explored during the classroom interactions amongst teachers, students and the IWB.