This study investigated the perceptions of English Department students on the use of e-books as learning resources. Using a descriptive qualitative approach, data were collected from 20 students of Islamic University Ar-Raniry Banda Aceh Batch 2020 through random sampling using Google Form closed-ended questionnaires, and 5 students were randomly chosen from the 20 students to be interviewed with 20 open-ended interview questions. The research utilized 20 statements and 20 interview questions to gather insights. The findings were divided into 3 parts: general perception, advantages, and disadvantages, which consisted of 7, 7, and 6 statements, respectively. The general perception section revealed that (95%) had a positive perception, and 1 student (5%) had a neutral perception. Regarding advantages, 16 students (80%) supported the advantages, highlighting accessibility, convenience, and multimedia features; 3 students (15%) chose a neutral reaction toward advantages; and 1 student (5%) had a different opinion toward the advantages. Additionally, a significant portion of students (35%) 7 students believed that purchasing e-books was necessary before downloading them. This may have indicated a lack of awareness about free or open-access e-book options. Additionally, it could have reflected financial barriers, as purchasing e-books added to the cost of education. Furthermore, 10% of students (2 students) found themselves easily distracted while using e-books compared to traditional books, highlighting potential usability issues. This research provided valuable insights for educators and institutions seeking to improve the adoption and effectiveness of e-books in higher education while addressing challenges to enhance student focus and engagement. However, the study had limitations: it selected only 20 students from a total of 106, raising concerns about the generalizability of the findings; and it focused on one batch out of five, potentially limiting the diversity of perspectives and experiences. These limitations suggest that the findings may not be fully representative of the broader student body, and caution should be exercised when reading the results.