This research examines the influence of “1:1 technology” programs on secondary school students’ engagement after over 25 years of implementation. These programs were initially seen as an innovative response to improve students’ academic success (Holcomb, 2009). While these initiatives were initially viewed as innovative, they are increasingly seen as a standard part of the educational landscape. “1:1 technology” programs are often linked to benefits in behavioural, emotional, and cognitive engagement, as well as social and agentic engagement, since digital tools facilitate better interaction and collaboration (Fredricks et al., 2016; Joshi et al., 2022). However, after a quarter-century of deployment, few studies have examined their impact (Norris et al., 2012). As part of a partnership established between a secondary education program team and a faculty of education at a university, students from an enriched program at a public school in Quebec answered a questionnaire containing open-ended questions about the factors of engagement or disengagement. Using a qualitative descriptive approach and an inductive general analysis of the responses to this questionnaire, the following question is addressed: After 25 years of implementation, what is the influence of “1:1 technology” programs on student engagement in secondary education?