The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitudes and perceived learning were assessed using pre- and post-semester surveys between two simultaneous classes: iPad-integrated (n = 24) and no-iPad (n = 21). No-iPad users reported higher attainment of course objectives (human anatomy factual knowledge, principles and theories, and application of material) than iPad users. iPad users also reported lower levels of course engagement following fifteen weeks of usage whereas no-iPad users reported higher levels of engagement. Both groups showed similar learning gains based on test scores, and final grades. This article explores potential explanations for discrepancies with some previous research by highlighting the importance of consistent instructional methods, regardless of media, in undergraduate education.