Abstract: The goal of this study was to add to the existing literature by examining the effect of 1:1 iPad integration on the achievement of Canadian Grade 7 students. The school board we worked with provided an iPad to each Grade 7 student in the district to keep for the remainder of their time in the district. We examined the impact of the iPads on achievement with three cohorts of Grade 7 students, totaling 1,400 students. Achievement was assessed using students’ report cards in language arts, mathematics, and learning skills. In language and mathematics, most of the analyses demonstrated statistically significant but small effects of iPad status on achievement. The effects were mixed in that the impact was sometimes positive, sometimes negative, sometimes negative and then positive, and sometimes neutral. There were no significant effects on students’ learning skills, as reported on report cards. The implications of these findings are discussed in the manuscript.