A qualitative study was recently done with students in a second grade class examining their use of eBooks and other digital online reading materials, as well as their use of traditional print books. In the classroom chosen from the study, the students were being taught through the use of balanced literacy instruction, which includes both whole language immersion into quality literature, phonetics instruction, and writing instruction, and they were exposed to a variety of books and technology. This study looks at their preferences in format and records various learning experiences that were reflected in student behavior and survey answers. The results of the study of this group imply that both reading traditional books and eBooks can be a part of balanced literacy instruction that advocates a variety of reading experiences (Larson 2008; Pressley 2006). eBooks are an innovative way to motivate students and create excitement about reading (Grimshaw, McKnight, and Morris 2007). However, in this case, one size does not fit all; it provides evidence that a balanced approach to literacy provides a variety of text mediums in order to differentiate according to student interest and need, as well as to maximize student learning. (Contains 5 figures.)