The central purpose of this quasi-experimental cohort study was to investigate pedagogical methods of academic delivery with and without the use of a technology component to determine if a correlation existed in student achievement gains. Qualitative data included a focus group interview with one-to-one teacher participants. Pretest and posttest quantitative data indicated a significant difference in student achievement when one-to-one technology was used for instructional purposes. Findings of this research will provide information to future school and district administrators who are considering the one-to-one initiative, assist classroom teachers with computer-based instructional design, and contribute to literature on instructional technology and student achievement.