Using a descriptive research design, this study examined the implementation of ebook shared reading in eight preschool classrooms located in two different regions of the United States. Observations focused on teachers' implementation of a vocabulary focused shared book routine, language strategies at the touchscreen, mobile devices to extend the shared reading experience, and children's learning of target words. Participants included a diverse sample of 28 children and 8 teachers. Following a brief training, teachers conducted 8 ebook shared reading sessions (2x per ebook) over a 4-week period at the touchscreen; children browsed or reread stories on a mobile device (iPad or iPod). Video observations, totaling 274 minutes, were analyzed for fidelity of basic shared book implementation, teachers' language modeling and children's use of target words. A pre/post informal curriculum based measure was used to assess target word learning. Results suggest a relatively easy transition from traditional to ebook shared reading that may support children's word learning, but may not maximize the potential of ebooks for instruction and independent reading. Research on instructional techniques and strategies that maximize ebook features and support ebook browsing/reading on mobile devices is needed. (author abstract)