This study synthesized, systematically coded, and analyzed studies centering on teaching and learning with tablets in Kindergarten to Grade 12 classrooms as evidenced by student achievement and pedagogy. The methodology for this study was a qualitative and quantitative content analysis designed to draw from the research the dominant pedagogies, student achievement reporting methods, and research methodologies retained to evaluate learning in a tablet-led environment. Descriptive statistics, thematic analysis, and semi-automated text analysis models were applied to the data set. Findings revealed studies did not link pedagogy and student achievement nor show a sustained interaction of tablet integration to develop ontological shifts in a tablet supported learning environment. Findings presented also showed pedagogy as a catalyst to change and technology alone is not a catalyst for sustainable change in student learning. The study identified engagement for student learning mostly remained at the enhancement level of the SAMR model and there remains to be conflicting evidence for technology's impact on student achievement. Finally, findings presented in this study revealed a shift towards the adoption of experimental methodological evaluations, however almost half the studies were for three months or less, a third of the studies did not report on the length of the study or intervention, and one fifth did not state the study design.