The purpose of this study was to determine 1:1 iPad implementation's impact on students' reading achievement from 2013-2017 and student efficacy in using the technology to learn at one independent middle school in Grades 5-8. To determine the impact of the 1:1 iPad initiative on reading achievement, this mixed methods study examined five years of reading achievement scores on the Comprehensive Testing Program (CTP-IV) as reported by the Educational Records Bureau (ERB). Researchers gathered qualitative data regarding perceptions of using 1:1 iPads by administering student and teacher questionnaires as well as convening a teacher focus group. Based on statistical evidence, reading achievement scores declined from pre- to post-iPad implementation. Vocabulary mean scale scores showed no statistically significant differences for Grades 5-7. However, in Grade 8 a statistically significant difference was found in vocabulary pre and post-iPad mean scale scores. For the qualitative portion of this study, four major themes emerged: teacher perception in a decline in student performance and interactions, iPads viewed as a distraction, and contrasts in student perceptions in using the technology as a tool to learn. All data were analyzed to provide guidance on the future planning and use of the technology to improve student achievement, specifically reading comprehension. [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.]