Electronic books (e-storybooks) are widely used in early childhood classrooms in efforts to encourage engagement in storybooks while promoting emergent literacy development. This article assesses the current research on e-storybooks for supporting young children and offers suggestions about how this evidence can be translated into best practice in classroom. Findings suggest that the use of high quality interactive e-storybooks may support emergent literacy development through the use of scaffolding, thus, supporting vocabulary development, engagement, and comprehension of the story. Evidence suggests that lower quality e-storybooks may offer distracting digital features including animations and sounds unrelated to the story. Additional information about effective implementation in the classroom is provided. (author abstract)