<p>This case-study analyzed the pedagogical uses of 1:1 devices at a mid-cost private school in India. Relying on interviews, classroom observations, and naturalistic qualitative approaches, we categorized classroom technology use according to the PICRAT model of technology—Passive-Interactive-Creative and Replacement-Amplification-Transformation. We attempted to understand how 1:1 devices were being used in 10 Indian classrooms at a single school and how this use influenced pedagogy and student learning experiences. Results indicated that devices were generally being used (a) to promote learner-content and learner-teacher interactive learning experiences and (b) to enable transformative pedagogical activities via feedback mechanisms in large classes. With regard to previous research, the most important outcome of the study related to the articulation of what makes technology integration efforts transformative and how this determination may be heavily context-specific (i.e., what is transformative in North America may not be transformative in India and vice-versa). Results are also of importance to policymakers and practitioners in India and in other parts of the world where class sizes are large and technological resources may be more constrained in guiding 1:1 efforts toward being more effective and transformational for all learners.</p>