This study explored how elementary educators implement iPad devices as instructional tools to enhance their language arts instruction. The study used a phenomenological qualitative design with a single-subject case study design coupled with an embedded rubric component. The researcher conducted in-depth, semi-structured interviews, classroom observations, and evaluations of mobile applications (or "apps") with a purposeful sample of elementary educators who meet two criteria: (1) they teach first through fourth grade at one elementary school in Western Pennsylvania, and (2) they use the Apple iPad in their language arts instruction. The interviews and classroom observations were analyzed using descriptive and focused coding techniques. There were three significant findings of this study. One significant finding was that iPads can function as both a powerful motivating agent and a compact, easy to implement tool for differentiating language arts instruction in the first grade classrooms. Another significant finding was the reference guides (Table 2 and 3) that can be used by faculty intending to implement iPads in their language arts classroom. Last, participants are utilizing the TPACK model to plan lessons around a behavioristic model of drill and practice, however, participants need to utilize the TPACK model to plan lessons that adopt a constructivist approach of learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]