The purpose of this study was to research how two elementary school classrooms used iPads to enhance student learning and achievement. Participants were two first-year teachers’ classrooms in a small one-school school district in Central California that was comprised of 38 students. Each classroom contained a classroom set of iPads used during English Language Arts and Mathematics lessons. The experimental research design study was conducted over a 3-month period beginning in January 2011. Two sets of groups—a control group and an experimental group—were given both iPad and non-iPad lessons. Data was collected for both groups and analysed. Findings included small increases in both classrooms in reading and math when iPads lessons were compared with lessons that were conducted in a traditional non-iPad method. It was concluded that the use of iPads enhanced student learning and achievement and served as another learning modality for elementary school students.