According to the literature review, there is sufficient evidence indicating that the use of technology-based learning strategies can improve the learning experience of youth and lead to measurable improvement in their academic achievement. However, much of this research has occurred on technology-based learning strategies implemented in traditional classroom settings, rather than in afterschool settings. More generally, the research literature also indicates the importance of afterschool programming for at-risk youth, highlighting the positive supports and opportunities provided to at-risk youth through afterschool programs. While adding technology-based learning strategies to afterschool programming would be a positive addition to many programs, challenges are created, such as how to accommodate different learning styles and address differences in technological confidence and skills. The report first reviews the research literature regarding at-risk teenagers and academic achievement, followed by a review of the research concerning technology as an academic support mechanism and the use of technology with at-risk youth. Next, the use of technology in afterschool programming is considered, as well as the experiences of at-risk teenagers in afterschool programs. Researchers reviewed 132 research documents for this report, which were selected according to their date of publication and their specific content and scope. Most of the 132 documents were published within the past 10 years. Data were coded by research themes. Future research should consider adopting a case study approach to examining how the unique components and characteristics of afterschool programs would relate to the implementation of technology-based learning activities.