Success in reading is often a predictor of broader school success, and children who finish elementary school with weak reading skills are at very high risk for dropping out of high school. Increasingly, early literacy programs are incorporating digital applications to enhance literacy teaching and learning. This evaluation of five teachers in high-minority, high-poverty, urban schools using the Innovations for Learning (IFL) literacy programs examined (a) fidelity of implementation; (b) conditions in the classroom; and, (c) teachers' experiences. Findings revealed (a) strong fidelity of implementation; (b) high teacher satisfaction, confidence and sense of efficacy; (c) high confidence in students' literacy learning; (d) strong support of differentiated and individualized instruction and, (e) high student engagement and self-regulation when the programs are used.