In order to promote 21st century learning and the skills needed for students to be successful both in school and after graduation, districts nationwide are increasing the amount of technology available to students. In this study, the researcher reviewed data collected from three targeted schools in a rural district that hosts approximately 13,000 students. The researcher first asked if there have been any changes in performance in Biology, English 2, or Math 1 since implementation of the initiative, second, what the financial implications for the district have been and will continue to be, and third, how the teachers involved in the initiative perceive the integration of the devices. Assessment data were examined using a t test comparing scores just prior to implementation in 2012-2013 to the most recent school year, 2014-2015, the year of full implementation. Based on the results, the researcher found that at this point there has not been a statistically significant positive impact. The financial information gathered was presented qualitatively, and the researcher found that the district has made a financial commitment of about $750,000. The perception survey results were analyzed using multiple chi square tests in which the researcher compared responses from each of the three individual schools to the district as a whole. Overall, the results revealed that teachers value the devices and believe that they can have a meaningful impact on student learning, but are most concerned with the distractibility factor for students. [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.]