This study investigated the use of the iPod Touch(R) and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch(R) and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch(R) with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch(R) and application Letter School. For two of the three participants instruction incorporating the iPod Touch(R) and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction. (author abstract)