This scholarship of teaching and learning study compares the use of a traditional textbook and an e-textbook in post-secondary developmental reading courses. Students' achievement was compared in sections of the same course using different textbook formats. Student perceptions of their own motivation to read assigned texts were evaluated in the e-textbook course. Results indicate that there is no significant difference in course grades and no significant difference in textbook quiz grades. Students' attitudes were mixed, and no evidence was found to support the use of e-texts in courses designed for at-risk students to improve achievement or motivation to read.