The purpose of this study is to measure the effects that one-to-one technology has on student academic achievement in reading and mathematics. This study was conducted in a small rural central Illinois elementary school about 100 miles southwest of Chicago, Illinois. The total student population for the district is 506 students. The total number of full time certified employees is 39 and 32 non-certified employees. In this quantitative correlation educational study, the effect of one-to-one technology on reading and mathematical achievement of general education was studied. The treatment group for the study consisted of students in grades three and four enrolled during the 2016-17 school year. The dependent variables of this study included student achievement in reading and student achievement in math. The independent variable remained students receiving and not receiving one to one technology. Data collected to measure student achievement surrounded student results in Reading and Mathematics on PARCC and AIMSweb assessment tools. The scores of third and fourth grade students prior to and following the implementation of one-to-one technology were not statistically significantly different at the p= 0.05 level in reading and math growth on either the AIMSweb or PARCC assessments. [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.]