Learning A-Z using components of Raz-Kids and Headsprout is a software program designed using e-books and a leveled library allowing students on the site to click on and select by difficulty, structure, and language use. Programs such as these have been established to teach students appropriate reading strategies through a technological format. The purpose of this study was to determine if technologically-based reading software can improve student reading comprehension and appropriate grade-level reading achievement. Multiple studies on this topic have been conducted over the years to evaluate the effectiveness of reading programs implemented within schools throughout the world. Many of these studies have been conducted internationally and most of the studies within the United States have centered-around public elementary schools. This research study focused on students in a faith-based elementary school. The data gathered involved inferential statistical analysis of Iowa Test of Basic Skills scores from the 2014–2015 (prior to reading software implementation) through the 2017–2018 school year. Other points of data gathered during the study involved a general quantitative analysis of Learning A-Z using components of Raz-Kids and Headsprout scores from the 2016–2017 school year through the 2018–2019 school year. The results of the study suggest that the Raz-Kids and Headsprout reading programs did not have a significant statistical impact on student reading comprehension or appropriate grade-level reading achievement. Some of the areas for consideration of future studies could include the behavioral impact while utilizing the reading program, the perceptions of the program on improving reading comprehension and appropriate grade-level achievement from both students and teachers, and conducting the research by tracking individual students and the impact the program has on each individual student.