Recent research suggests that the fit between a digital textbook and the learning tasks students perform with the textbook has a significant role in determining the outcomes of usage. An empirical assessment was performed on the impacts of six antecedents on perceived fit and impacts of perceived fit on utilization, satisfaction, and perceived learning performance for an interactive digital textbook used in an introductory information systems course. Analysis of survey data collected from 253 university students indicates that interactivity, reading comfort, ease of use, and searchability contribute to the perceived fit of the digital textbook. The results also confirmed perceived fit to be a significant predictor of utilization, satisfaction, and perceived learning performance. These findings suggest that students value the digital textbook as an interactive, online learning tool. To achieve better learning outcomes, university instructors should select digital textbooks that are interactive, comfortable on the eyes, easy to learn and use, and easy to search.