The iPad has risen to become the preferred affordable device for classroom instruction and reading. Although multiple studies have been conducted on reading instruction and efficacy using iPads, little empirical research currently has supported the iPad as a preferential choice by readers. Therefore, in this study, the author aimed to investigate the preferences of readers using e-books or t-books (traditional print books). In this qualitative case study, 98 fourth graders read three books in one of two formats: one as a t-book, one as an iPad e-book, and one as the reader's choice of t-book or e-book. Triangulated data were collected from an iPad usage questionnaire, a reading attitude survey, and focus group discussion transcripts. The results of the study indicate that readers have distinct preferences if provided a choice. Teachers should provide time for both plugged and unplugged reading daily.