Digital texts promise to allow learning beyond that possible withtraditional resources. Purpose-built digital texts are crafted for specificresearch purposes, with developer-users and devoted academics comprisingtheir primary, "scholar" audience. A secondary, "amateur" audience oflearners with less digital text experience also relies on thesespurpose-built resources. Does the promise of new learning from digitaltexts extend beyond scholars to amateurs, or does the design ofpurpose-built digital texts, by focusing on more experienced users withdirect lines of communication to digital text developers, prevent thisextension of benefits? This study gauged one subgroup of amateur users'perceptions of the value of digital texts in terms of answeringself-generated research queries. The participants, graduate students fromthe University of Michigan's information master's program, worked with adigital text and completed a survey assessing their experience of digitaltext features and perception of their learning success. An analysis of thesurvey data produces an introductory understanding of amateur users'perceptions of their digital text use, their design needs, and theirsuccess or failure at learning through digital texts. The narrativeresponses suggest that while the idea of new learning from digital texts isforeign to the amateur audience, their assessment of digital text featureswas not particularly marked by their amateur status. This result suggeststhat designing purpose-built digital texts to serve both digital textscholars as well as some amateur subgroups is a reasonable task.