This study looks at the effects of a Web-based summer reading program on the reading behaviors and attitudes of high school students. The school librarian and five English teachers based the program content and Web site on reading and Web design research. The study investigates whether the technology-based program had positive effects on student reading, and, if so, which elements of the program emerge as beneficial. The study takes place in a high school of 2,000 students, grades nine through twelve. A purposive random sample of 288 students and 11 teachers ensured representation of students from each of the three homogeneously grouped tracks: high-, average-, and low-achieving students. Data were collected through student surveys and teacher interviews. Findings show that students showed satisfaction with the online summer reading program, although low-achieving students and boys reported lower rates of satisfaction. Most students did not take advantage of the interactive technical aspects of the Web site. The mixed responses of teachers point to the need to establish the purpose of summer reading as a foundational concept for building and revising summer reading programs. (Contains 1 table and 6 figures.)