Students today are considered to be "Digital Natives," as they are growing up in a technologically rich environment (Prensky, 2010). However, not all children have equal access to technology in and out of the classroom, thus creating the potential for pervasive inequality. This study investigates the role of one-to-one computing implementation in students' learning experiences and equity and autonomy for students from low-income homes. Four sources of data were collected from twenty-six fifth grade students from primarily low-income homes: field notes, student work samples, student surveys and lesson plans. One-to-one computing enhanced engagement, collaboration, and autonomy and heightened students' overall achievement and enjoyment across all subject areas. This research underscores the drive for social justice in technology integration as it reveals the essential role computers play in leveling the learning field by providing all students opportunities to thrive.