In this article we share descriptive findings from two qualitative, grounded theory (Glaser, 1978, 1992, 1998) studies on how two distinct groups of learners--prekindergarteners and preservice teachers in early childhood education coursework--used touch-screen tablets in their playful, discovery-based learning processes. We found similarities across both contexts as prekindergarteners and preservice teachers engaged in social interactions, gathering ideas from each other while exploring open-ended tablet apps. In addition to descriptions of learners' talk and actions alongside one another, we offer strategies for teacher educators seeking to provide dynamic learning experiences (particularly with tablets) for preservice teachers. We also offer suggestions for app selection that might allow discovery-based learning opportunities for both preservice teachers and the young children they hope to teach. (author abstract)