This mixed methods study evaluated the differences in the perceptions of educators in the state of Missouri on cell phone use in the classroom setting and its relationship to instruction. Specifically, this study analyzed the difference in perceptions and relationships that exist among educators (teachers and counselors) and administrators in Missouri public schools. Furthermore, this study also examined relationships between region (rural versus suburban), school setting (middle school versus high school), and education level (bachelors and masters/specialist/doctorate) and interest level in using cell phones as an instructional tool. In addition, this research investigated current instructional practices involving mobile technology. Through a collection of survey data and interviews, the results of the research indicated that educators have a negative perception of cell phone use as an instructional tool and that educators may not be willing to fully integrate mobile technology in the classroom; however, the perception varies widely among region and educational role. Several applications exist for mobile technology in the classroom and many Missouri educators are utilizing them for instruction. This research could provide insight into how Missouri school districts move forward with the integration of smartphone/cell phone technology in secondary classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]