When in 2002 Maine launched its pioneering Maine Learning Technology Initiative (MLTI) that equipped every one of the state's 30,000 seventh- and eighth-grade public school students and teachers with their own Apple iBook, all eyes were on the endeavor. As the first statewide one-to-one deployment, MLTI's $37 million education experiment represented a grand-scale commitment to a controversial technology-centric approach to education. Within the next few years, states such as Texas and Michigan followed Maine's lead with their own laptop initiatives. For all the state-legislated initiatives, millions of dollars spent and ambitious goals of revolutionizing education, however, the overall impact of one-to-one programs in the last decade remains a bit unclear. Specific data tied to improved student outcomes on standardized tests remain elusive. A 2007 survey by the University of Southern Maine's Center for Education Policy, "The Impact of the Maine Learning Technology Initiative on Teachers, Students and Learning," found a correlation between one-to-one programs and state test scores difficult to determine, noting the limitations of standardized tests in evaluating technology-centric learning. After nearly a decade of ambitious programs that put a laptop in the hands of every student, the author presents lessons veteran school leaders have to share with administrators considering one-to-one programs in their districts.