This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts and their impact on comprehension; how K-12 students and teachers utilize e-books in today's classrooms; trends in e-book technologies; and the reasons why new literacies in general, and e-books in particular, should become part of a balanced literacy approach. (Contains 3 tables, 2 figures, 4 resources, and 2 online resources.)