The author's quasi-experimental study compares undergraduate students' academic performance and experiences as a function of using electronic (n = 117) versus traditional (n = 116) textbooks in a developmental psychology course. Student exam scores did not differ significantly as a function of textbook format. Students who used the traditional textbook believed that the readings contributed more to their learning than did their counterparts, but no other academic experience differences emerged. Textbook format preference appeared to be tied, in part, to the textbook cost. Finally, use of the electronic textbook yielded a mixed evaluation. The results have implications for college textbook selection. (Contains 4 tables.)