We compared the acquisition of receptive labeling using stimuli delivered via tablet and via flashcards during discrete trial instruction in three preschoolers with Autism Spectrum Disorder. Using an adapted alternating treatments design, we compared the number of sessions required to meet a mastery criterion for receptively identifying stimuli presented on flashcards and stimuli presented on a tablet with all other teaching procedures held constant. We observed that two participants required more sessions to meet the mastery criterion within the tablet condition, while one participant met the criterion after approximately the same number of sessions. We then assessed delivery preference using a concurrent-chains procedure and found preferences to be unrelated to overall performances during skill acquisition. Considerations for future research on tablet use in discrete trial instruction as well as implications for practice are discussed.