As iPads and other tablet devices become more prevalant in both schools and society, it is crucial that an evidence base be developed in order to inform teachers, parents, and other stakeholders of the best educational practices related to this popular technology. This paper describes a study that was designed to explore the effectiveness of iPads and a language building application to increase the English language skills of elementary school students with language-based disabilities. Educational iPad applications fit well under the Universal Design for Learning (UDL) framework, therefore UDL is used as the theoretical framework for this study. The authors hypothesize significant gains in both oral language and student engagement as a result of the students using the technology as part of their learning.