Laptops have been introduced into classroom across the nation as a way to improve teaching and learning. In 2007 Littleton Public Schools (LPS) introduced a focused approach to providing all students with a laptop at a significantly lower cost to the traditional ubiquitous laptop programs. The purpose of this study was to document the LPS model and measure its impact on instruction and learning. In addition, a cost analysis comparing the LPS model to other approaches at infusing laptops into classrooms was conducted. The LPS is not only cost effective, the quantitative and qualitative data collected in this study suggest that this approach to laptop infusion in the classroom positively impacts instruction and learning. One implication from this study is that school districts, when considering adopting a ubiquitous laptop program, should work to incorporate a focused curricular approach to increase the likelihood of the laptops improving instruction and learning.