This research investigated the effects of a technology based learning program on 219 5th graders' reading and technology skills. Central to the program's design is its capacity to deliver reading materials that are on students' individually differentiated reading levels. That is, on any given day all students in a classroom receive a reading selection via the Internet on a single topic (e.g. Hurricane Katrina), however, the exact reading level of the selection and its follow-up activities are determined by each student's individual reading ability. The intervention tested the program in two conditions--differentiated and non-differentiated. The differentiated condition (n=84) provided access to the program using its full capability (e.g. delivery of individually differentiated text and activities). The non-differentiated condition (n=51) provided only grade-level texts and activities to students. A control condition (n=84) was also used. Following an eight-month implementation results revealed that students in the differentiated classrooms significantly outperformed students in the control classrooms on five measures. There were no cases in which students in the undifferentiated condition significantly outperformed students in the control condition. This finding suggested that the critical factor associated with students' success was reading at their correct level of difficulty, rather than Internet-delivery or time-on-task. This study suggests that the Internet may hold the potential to provide students with easy and inexpensive access to reading materials at their correct level of reading difficulty and that such access may be positively associated with achievement.