This action research study occurred in a grades 5-12 alternative school for at-risk students in northern Canada. iPads were incorporated first in grades 5-8 (year one), and then in grades 5-8 and an ungraded class (year two). The goal was to enhance students' engagement in school and strengthen their language arts and numeracy skills. In year one, 21 students attended nine 30-minute digital literacy classes per week dedicated to remedial skills drills. In year two, teachers used the iPads to enrich classroom lessons and to facilitate project-based activities for (not necessarily the same) 21 students during three 65-minute digital literacy classes per week. Year one resulted in dramatically improved academic performance, but lower student engagement. Year two resulted in less markedly improved academic performance, but higher student engagement. The research team concluded that iPads are a technological tool that supports the teacher when used appropriately.