Contribution: Portable learning instrumentation has become common in university classrooms and laboratories, but few publications assess the effects of these technologies on student retention. This paper addresses this under-researched connection between the use of portable learning technologies, incorporated into an Introduction to Computer Engineering course, and student retention. Background: The desire for active learning experiences has promoted the use of portable, hands-on technologies in classrooms and laboratories. However, published results from such efforts do not often assess the impact of such tools on student retention. In Fall 2015, the Kansas State University Department of Electrical and Computer Engineering overhauled an introductory computer engineering course, incorporating portable learning tools with the aims to increase student retention, where a secondary focus related to helping students understand the limitations of portable hardware platforms. Intended Outcomes: The goal was to improve student confidence and the retention of first- and second-year students who took the course. Application Design: Laboratory exercises used portable technologies and focused on hardware limitations. Summative surveys helped to quantify the impact of the new course structure on student confidence. The retention of first- and second-year students who took the course was also investigated. Findings: Survey results indicated that the course transformation positively affected student confidence (measured directly and indirectly). Retention of second-year students who took the course improved to a two-year average of 51%, from a 40% average for the three prior years.