This study examines the concept of Meaningful Digital Learning using a Grounded Theory research framework to provide a definition for it and identify its main characteristics. The concept of Meaningful Digital Learning was studied from the perspective of 10 undergraduate students in the College of Education at Southern Connecticut State University. Data was collected using focus groups and analyzed using Charmaz's (2006) Constructivist Grounded Theory Method. The study produced a Grounded Theory for Meaningful Digital Learning comprised of three main hypotheses: (1) Meaningful Digital Learning is a cognitive emotional process that is achieved through the conglomeration of five conceptual themes: Learner Control, Goal Achievement, Interactive Experience, Stimulation and Engagement, and Real-Life Simulation. (2) Establishing a Technology-Enhanced Learning Environment supports Meaningful Digital Learning. (3) Effective interaction between Digital Learner, Digital Instructor, and Digital Asset facilitates Meaningful Digital Learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]