This article reports on original research into student perceptions of the implementation of an iPad-based English curriculum within a public secondary education setting. Building upon a theoretical foundation grounded in digital literacy and technology self-efficacy, this study captures the perceptions of male and female students who shed traditional, print textbooks and papers to engage in a yearlong digital literacy curriculum facilitated through the use of classroom iPads and applications. The findings of this study capture and compare male and female thoughts and insights into their exposure to a classroom learning model that embraces the use of mobile computing devices to lessen gender divides and promote digital literacy.