Digital applications are increasingly being used in the classroom, and this exploratory study, which involved two sections of a business communications course, focuses on the use of digital tools to improve business writing. In one section, the professor used traditional pedagogy. In the other section, another professor used traditional pedagogy augmented with two digital business writing applications. As assessed by the university’s approved rubric for writing, the students whose learning included the augmented digital tools demonstrated greater improvement in their business writing than did students who experienced traditional business writing instruction. Based on the findings, it was recommended that future research should determine the reliability of the rubric prior to its use as well as minimize professor variation by having the same professor teach both sections.