This study investigated the impact of a computer-adaptive reading program, Waterford Early Learning (WEL), in an elementary school in Indiana. The study investigated how educational technology, specifically computer-assisted instruction (CAI), would impact the literacy scores of kindergarten students when paired with traditional instruction: Students with active special education status and no special education status used the program during an educational year when they acquired vital literacy skills. Experimental students across demographics, including lunch status and special education status, outperformed their control counterparts on all strands. From these findings, researchers can tentatively conclude that students with active special education status can potentially greatly benefit from CAI in the classroom, especially during a year when so many critical literacy skills are practiced and mastered. Furthermore, students who used WEL with fidelity significantly outperformed their control counterparts across all reading strands. Findings indicate that CAI technology can positively impact students' scores in a single school year.