In the classroom, time on-task is critical because it is linked to learning and success. When off-task behaviors occur, substantial learning and instructional time may be lost. Many students with disabilities struggle with remaining on-task, particularly during independent practice periods. Strategies to increase time on-task during classroom activities are sorely needed, particularly for independent practice. An alternating treatments design was used to investigate the effect of an iPad on time on-task during independent practice for three students with emotional/behavioral disorders compared to their time on-task during a typical independent practice condition. Additionally, teachers' and students' viewpoints regarding effectiveness of the iPad and acceptability of its use were assessed. Findings suggested that iPad use produced increased time on-task compared to the typical independent practice condition for all three students. Teachers and students perceived the iPad as a positive addition as they both viewed it as effective and acceptable. Implications, limitations, and areas for future research are also addressed.