A significant body of research exists which examines the impact of one-to-one laptop programs on student learning in the classroom environment. However, there are a limited number of studies that examine the impact of one-to-one tablet technology programs on student engagement and the teacher instructional practices that influence engagement. The current study has several purposes: 1. To determine if there is a difference in the cognitive engagement levels of students in a one-to-one tablet program; 2. To determine if there is a difference in the teachers' instructional practices that lead to higher levels of student engagement in a one-to-one tablet program; 3. To determine if there is a difference in teacher beliefs or perceptions about how technology influences student engagement in a one-to-one tablet program; 4. To determine if there is a difference in how teachers perceive their own levels of technology expertise in a one-to-one tablet program. This case study utilized a mixed model design, employing the principles of quantitative research to obtain, interpret, and report the data in order to test the null hypotheses (Creswell, 2009). The principles of qualitative research were used to build a complex, holistic picture by analyzing the words and detailed views of the subjects. Additionally, the study was conducted in natural setting (Creswell, 1998). This study utilized the principles of triangulation allowing the researcher to examine the research questions through multiple measures and vantage points. The Instructional Practice Inventory and Instructional Practices Inventory-Technology, trained observer data collection tools on student engagement and instructional practices, were used to objectively collect data at the classroom level (Valentine, 2011). A teacher survey was developed in order to understand the research questions from the teacher perspective. The teacher survey gathered data on their perceptions of student engagement, instructional practices, and their levels of technology expertise. Finally, student focus group interviews were conducted in order for the researcher to gain insights into the research questions from students' perspectives on learning with technology. The study was conducted in a large suburban school district in Illinois. It compared two schools that participated in a one-to-one iPad program in grades three through six for two years with two demographically similar schools in the same district that did not participate in the one-to-one iPad program. Approximately 850 students and 35 teachers participated in the iPad program during the study and approximately 750 students and 31 teachers in the two schools that were used as a control group. The results of this study will shed light on the impact of one-to-one tablet programs on student engagement and teacher instructional practices that influence engagement from multiple perspectives. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]