At most universities a student typically goes to a bookstore to purchase the textbook recommended by the professor for a course. The student may choose to purchase a new or used textbook, or, as occurs more frequently now, an e-textbook. Nearly 40% of college students choose not to purchase textbooks at all, however, due to the costs. Generally, e-textbooks are the digital media equivalent of printed textbooks, read on personal computers, e-readers, or smart phones. Any textbook can be a more powerful learning resource if augmented with review quizzes, recommended and targeted review readings, interactive learning activities, or video segments to reinforce important instructional concepts. These enhanced learning resources, which are much easier to integrate and deliver in the e-textbook format, have the potential to accelerate student learning. In the long haul, the success of e-textbooks will probably depend on their contributions to interactive learning and the convenience of integrating multiple learning resources into a single delivery system. This article focuses on the process that Northwest Missouri State University followed in studying the feasibility of transitioning from the rental of traditional textbooks to the rental of e-textbooks, along with the extensive integration of e-textbooks across the university's academic environment. The process consisted of three phases, with changes made along the way to reflect feedback and insights gained from students, faculty, and administrators involved in the program. (Contains 2 tables, 4 figures and 4 endnotes.)