Over 5 months, the authors evaluated the efficacy of electronic assistive technology (the BrailleNote mPower BT-32 notetaker and Tiger Cub Jr. embosser) and associated software components in creating curriculum materials for a middle school Braille-reading student. The authors collected data at the beginning and end of the study from parents, teachers, paraprofessionals, and the participant through semistructured interviews. Four salient themes emerged from the interviews: efficiency, independence, technology assimilation, and technical limitations. The devices enabled teachers and paraprofessionals who had no experience with the literary Braille code to generate and emboss Braille documents with a minimum of training. Having teachers and paraprofessionals do this work allowed vision specialist teachers to concentrate on teaching their students rather than on translating literary Braille into print. (Contains 1 note.)