In recent years, recommended e-books have drawn increasing attention from early childhood education professionals. This study applied a quantitative descriptive features analysis of cost (n = 70) and no-cost (n = 60) e-books recommended by the Texas Computer Education Association. While t-tests revealed no statistically significant differences between features of cost and no-cost e-books, certain features were present in cost e-books that occurred more frequently. In discussing the implications, emphasis is placed on connecting use of e-books to planned activities having specific learning objectives, targeted instructional strategies, and consideration of universal design for learning principles. (author abstract)