The purpose of this study is to examine how the 1:1 laptop initiative impacted student achievement for the students at a single intermediate school (grades 4-6) in Mooresville, North Carolina. Researchers Dunleavy, Dexter, & Heinecke, 2007; Mouza, 2008; O'Dwyer, Russell, Bebell & Tucker-Seeley, 2005 have called for additional research examining the impact of 1:1 programs on student achievement. Therefore, the purpose of this predominantly quantitative study is to compare Pre-1:1 laptop standardized state tests to Post-1:1 laptop scores in math and reading as well as to examine teacher perceptions. The questions researched in this study are as follows: a. Has the 1:1 laptop initiative impacted student achievement as measured by math and reading scores on North Carolina End-of-Grade assessments? b. Is there a differential impact in student academic performance between female students as compared to male students in math? c. Is there a differential impact in student academic performance between black students as compared to white students in math? d. Is there a differential impact in student academic performance between economically disadvantaged students as compared to students who are not economically disadvantaged in math? e. What components are seen as most influential to student academic performance during a school's 1:1 laptop initiative? Data were aggregated using a t test and multiple chi square tests in order to determine statistical significance. A statistical difference between the Pre-1:1 laptop group and the Post-1:1 laptop group was established in math but not for reading. Math scores were also compared and analyzed by subgroups. Achievement gaps that were narrowed occurred with black students and economically disadvantaged subgroups. Females still outgained the male subgroup; thus, an achievement gap was not narrowed. However, all subgroups compared showed positive differential gains with the Post-1:1 laptop group. To add to the quantitative results, the Likert analyses results indicate that more of the school's certified staff supports the results of the statistical analysis for this study. For example, in Figure 14, all of the respondents positively agree that " laptops make it much easier" or "somewhat easier for students to learn". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]