This sequential explanatory mixed method study addressed the effect of Technology-facilitated Language Experience Approach on students’ language arts scores and reading attitudes of standard I students in Belize City. There were three intervention and three control schools that participated in the study. The study's first phase was a 10-week quasi-experiment in which pretest and post-test data were collected using the Belize Diagnostic Achievement Test and the Elementary Reading Attitude Survey. The second phase was informal interviews with eight participants on their experience of learning the language with the instructional approach. The quantitative data were analyzed by conducting Mixed ANOVA and Factorial ANOVA, while the qualitative data was analyzed using thematic analysis. Both results were integrated on a joint display to obtain an explanation for the quantitative data. The results revealed no statistically significant differences, but students perceived that they were learning the language.