School districts are increasingly turning to iPads as a mechanism to increase student engagement and achievement and innovate teaching and learning. Research shows this is a feasible, albeit challenging goal. In this article, we examine the case of a large-scale iPad rollout in the Los Angeles Unified School District in 2013. Using institutional isomorphism (DiMaggio & Powell, 1983) as our conceptual framework, we find institutional features, like policy, the individuals and groups who make decisions, and how those decisions are communicated and supported impact the success of major change initiatives, like 1:1 iPad programs. We argue including institutional lenses in the research on rollout, adoption, and implementation of iPad and technology programs will help schools and districts to make better decisions about how to build large-scale change initiatives.