The utilization of in-class technology to enhance student learning and increase topic engagement, such as audience response systems, is well-documented. Unfortunately, freely available personal technology such as cell phones and laptops can also act as distractions that reduce learning effectiveness. In this study, which was undertaken just prior to the COVID-19 pandemic, we implemented a guided technology policy that limited access to personal devices in introductory undergraduate anatomy and physiology courses to determine the effect on in-class perception of student engagement and student performance. We utilized grades and surveys to examine the relationship between technology use, achievement, and student perception of the guided technology policy. The results demonstrated that while students in the guided technology class sections of the study all reported a significant increase in feelings of engagement and increased levels of attention paid to the instructor, there was no increase in grades compared to students whose classes allowed free technology use. Thus, while a disconnect was found between perception and achievement, it is clear that selective integration of classroom technology can be beneficial in promoting engagement.