Although digital texts are growing in popularity, few studies have systematically examined whether students can learn as well when reading a digital text, compared to reading a paperbound textbook. The present study examined several variables related to comprehension of digital versus paper textbooks, including text complexity, engagement with the text, and long-term retention. Seventy-four students, randomly assigned to read an entire chapter from either a paperbound text or its digital equivalent, completed a 20-item multiple-choice quiz immediately after reading and 1 week later. No differences in comprehension emerged across any variables except for a main effect of test time. More important, there were no interactions with text medium. Therefore, the key to student comprehension appears not to be the method of text delivery but, rather, getting students to read in the first place.