School districts are increasingly adopting technology-based resources in an attempt to improve student achievement. This paper reports the two-year results from randomized control trial of Achieve3000 in the Wake County Public School System (WCPSS) in Raleigh, North Carolina. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Two key questions and focal areas for research are addressed: (1) Do students who use Achieve3000 outperform students who do not use Achieve3000 on a host of reading achievement measures?; and (2) Does the performance of students who use Achieve3000 differ across student subgroups? An experimental research design in the form of a cluster-randomized trial was employed. Data for this investigation come from the school system's administrative and testing records; Amplify, Inc.'s mClass reporting system; and Achieve3000's activity completion and LevelSet Lexile pre- and post-test assessments. Results from a two-year randomized control trial of Achieve3000 suggest that the impacts, implementation, and overall promise of a technology literacy solution fell short of expectations. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]