Children learn words at different rates. Some choose to learn words because it is fun, whereas others do not think learning words is fun and therefore struggle or just learn words to read. This Action Research study’s purpose was to find out which types of students gained the most words during a 6-week intervention using an iPad sight word learning application. Would second-grade students enjoy using technology to learn words and therefore increase word learning and motivation? The class of second-grade students ranged from very low reading levels to high levels. The students practiced reading sight words with an iPad application three times a week for a 6-week period. Before and after the 6-week intervention, reading motivation and achievement were documented for each child. Reading motivation was documented by administering an Elementary Reading Attitude Survey at the beginning and end of the study. Reading achievement was documented through the use of a sight word pretest and posttest. Once the data were collected and reviewed, individual narratives (of each student) were written to summarize the achievement and motivation of each child.