This mixed-method, exploratory study identified undergraduate millennial students' self-reported perceptions of actively engaging with iPads in an introductory English course. The evolution of metacognitive strategies of the students during the activity was also investigated. The participants in this study (n = 17) were students enrolled in an introductory English course, taught by the researcher. The students completed the Metacognitive Awareness of Reading Strategies Inventory (MARSI) prior to the start of this study and at its completion (Mokharti & Reichard, 2002). The students used the TopNotes app on first-generation iPads to annotate course-related articles. After annotating, the students completed the Active Engagement Analysis Form (AEAF). The study data revealed that the TopNotes feature most used by students was highlighting. The students also frequently generated arrows to or away from the text, supplemented with comments. The students' comments most often summarized sections of the articles to track their metacognition. Regarding the Active Engagement Analysis Form (AEAF), the students shared mostly favorable perceptions while actively engaging using the TopNotes app. The students were initially deterred by their inexperience with the TopNotes app, specifically with accessing the features and submitting their materials, and by problems with internet connectivity. The Support Reading Strategies subscale and the Overall Reading Strategies score for the MARSI were statistically significant. [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.]