Introduction As the use of e-readers becomes commonplace and more affordable, they will make their way into the hands of students. This research provides information about how the devices might be used as a tool to improve adolescent students‘ reading engagement and also helps to identify the struggles and pitfalls educators may face in implementing classroom use of e-readers. Purpose of the Study This study investigated how the use of dedicated electronic reading devices could be implemented as an intervention in an eighth grade language arts classroom to improve students‘ reading engagement. Methods and Procedures Six students from an eighth grade, heterogeneous class in a sizeable suburban middle school in a large, regional district participated in formative design experiment (Reinking & Bradley, 2008). Quantitative and qualitative data were collected prior to and after implementation of the e-reader intervention to determine a baseline of the students‘ reading engagement and to assess any changes. Additionally, qualitative data were collected throughout the intervention. Quantitative data were analyzed using a pairedsamples t-test for the following measures: Reading Engagement Index (Guthrie et al., 2007), Adolescent Motivation to Read Profile (Pitcher et al., 2007), Metacognitive Awareness of Reading Strategies Inventory (Mokhtari& Reichard, 2002) and The Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997). Qualitative data were coded for recurring themes derived from the following sources: classroom observation and field notes, teacher reflective journal, student and intervention specialist interviews and student written reflections. Results and Discussion Analyses revealed that using an e-reader for assigned school reading had a positive impact on aspects of students reading engagement. Classroom implications, unanticipated effects and changes to the educational environment are also discussed.