The Ministry of Education on a Western Pacific island invested in an expensive 1:1 tablet program providing elementary teachers and students with a tablet but had not determined if the program produced desired positive changes in the teachers' instructional practices of lesson planning and lesson presentation. Guided by experiential learning theory, this causal-comparative study's purpose was to determine if the 1:1 tablet program resulted in changes in elementary teachers' use of technology in their lesson planning and lesson presentation practices. We analyzed pre and post-implementation lesson planning and lesson presentation data, collected from 63 elementary teachers, using repeated measures t-tests. Results showed teachers' use of technology in lesson planning and lesson presentation increased significantly following implementation of the 1:1 tablet initiative. These findings suggest that the 1:1 tablet program created an environment that positively supported technology-driven instruction for teachers as well as students. In light of these results, the 1:1 tablet program appears to be a worthwhile initiative for the education system on the island that should be continued and possibly expanded even if public financial resources are scarce.