This paper examined multiple types of physical world hyperlinking hardware configurations for the purpose of determining an optimal reader/tag combination for K-6 student use. Both traditional barcode tags and two types of RFID (Radio Frequency Identification) tags were placed on tangible items. Students ranging from kindergarten to sixth grade (n=96) were asked to scan the objects using three different readers. The time required for a successful scan, as indicated by the launch of the associated multimedia presentation, was recorded. Findings suggest that low-cost RFID tags/readers may be easier to use in an educational setting than traditional low-cost barcode tags/readers. There was little variation among the RFID readers, however the smaller tags were more difficult for younger children to identify thus increasing the time required for a successful scan. This study indicates that RFID technologies are a viable approach to creating environments with tangible real-world objects enhanced by computer-based instructional materials. (Contains 6 figures and 4 tables.)