Since its creation in the early 1980s, Light Box, a product developed by the American Printing House for the Blind (APH) that is designed for working on functional vision tasks with children who have visual impairments or multiple disabilities, has been an effective tool to help teach children with visual impairments to locate and track items visually (Wright, 2012). The Apple iPad, first available in April 2010, represented a new technological option for such teaching that was significantly more visually appealing and motivating to stimulate visual engagement. This Practice Report describes a pilot study initiated by the Infant & Early Childhood Program of the Junior Blind of America, which found that the iPad increased progress on developmental goals for children with low vision when compared to the APH Light Box. The study gathered data from a sample of 60 children ranging from birth to three over a period of six months, and identified the iPad as an appropriate educational tool to increase a child's development in multiple areas. Using methods similar to those initiated by Smith and Cote (Smith & Cote, 1982), Junior Blind's study observed the use of the iPad in comparison to the Light Box. Employing six-item pretest and posttest sessions, data was analyzed that focused on the children's performance in executing tasks with the iPad for three months following a three-month period of Light Box use. According to the researchers' interpretation of the data, the iPad, in comparison with the Light Box, was found to be a superior tool in increasing a child's development in communication, visual attentiveness, reaching, and activating.