This research involved a 14-month qualitative case study of a fourth-grade bilingual class embarking on a one-to-one netbook computer initiative. Students in this program had unlimited use of the netbooks during the school day. The main foci of the data collected were student achievement, teacher instruction, and student and teacher perceptions of technology. Pre- and post-netbook data sources included observations, interviews, surveys, focus groups, teacher checklists, and samples of student work. Each of these data sources were analyzed to determine the changes that occurred in the bilingual class after the implementation of the netbooks. Findings included mixed results in student achievement in reading and improvements in the quantity and quality of student writing. Students had greater access to supplemental reading software, online databases, and digital educational resources. Learner-centered instruction was enhanced, and greater student responsibility for learning was enabled. Student and teacher perceptions of technology overall were positive throughout the study. Technical issues initially presented some implementation challenges that were resolved during the study period. However, curricular demands and standardized testing represented greater challenges that slowed the pace of technology integration and innovation in classroom instruction. [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.]