E-texts have become a main venue but research has not provided much guidance for practical adaptation, yet. This research query started in the spring of 2014 when an e-text was adopted for an undergraduate distance learning class. The change created some unexpected influence in the students' experiences. It was necessary to assess their experiences and provide better guidance for future classes. The purpose of this study is to investigate the effects of students' background on using e-texts in distance learning. Does a students' background affect e-text preference? Does e-text preference affect performance?