Archived student reading achievement data and teacher perceptions of a one-to-one technology implementation were studied at a small, rural public school in northwest Arkansas. This study looked at data collected prior to and during an unprecedented time in education, the COVID-19 pandemic. The purpose of this study was to determine if a one-to-one computer program impacted student achievement, specifically in reading. This study also utilized teacher survey and interview data to determine whether additional factors can contribute to student reading achievement. Results from the archived student reading achievement data showed the mean growth for student achievement decreased from the 2018-2019 school year to the 2020-2021 school year. During the 2018-2019 school year, Sample School did not have a one-to-one device program. The program was implemented during the 2020-2021 school year. The data shows that from two years prior to implementation to the year of the one-to-one device implementation, student achievement decreased. Results showed a statistically significant difference between school year and reading growth as well as cohort and reading growth, but there was no statistically significant difference when socioeconomic status and gender were taken into consideration. Additionally, the results indicate multiple factors, not just technology, can affect student achievement and COVID-19 is a factor that must be considered when looking at the results of this study. [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.]