The purpose of this phenomenological case study was to investigate the impact of one-to-one student issued laptop computers on secondary campuses in four rural Texas school districts. Data were collected using focus groups which included 27 leaders in four rural Texas school districts that had implemented the one-to-one laptop initiative. The study population was both purposeful and convenient. Findings revealed the high schools that implemented the one-to-one laptop initiative experienced an increase in the percentage of students passing the TAKS test; however, the middle schools did not. Appropriate staff development was essential for the success of the program since student issued laptop computers alone did not improve the academic achievement of students. Other findings suggested the quality of teachers, an aligned curriculum, a safe and orderly campus, parental involvement and various other technologies, all working together appeared to have the greatest impact on student academic achievement. The use of computers at the eight secondary schools in these four districts resulted in more engaged student learning. Additionally, the one-to-one laptop initiative appeared to provide learning opportunities regardless of student socio-economic status. These findings have implications for district leaders who are considering the implementation of this type of technology use. [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.]