In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse learners. Sophisticated video-coding software was used to map the actions of the students as they engaged with the tool during the independent practice portion of math instruction. Results related to engagement, independence, accuracy, and specific affordances and barriers to learning with mobile technology are reported.