The use of Chats has been extended to mobile-learning (m-learning) environments in the last decade. Students and teachers can communicate in real time and they do not need waiting till their next tutoring date to solve their problems and doubts. However, Chats have many accessibility barriers and many students cannot use this collaborative tool. These accessibility barriers affect students with disabilities but students without disabilities can face the same accessibility problems due to the restrictions and limitations of handheld devices. Previous studies have improved the accessibility issues of Chats for a specific environment or disabilities but none of them is focused on the limitations that students without disabilities can face when they are using Chats in handheld devices. This is the main aim of this research; specify how the Chats' accessibility requirements have been elicited and analyze the benefits that the obtained requirements can produce for people without disabilities in m-learning contexts. [For the complete proceedings, see ED557171.]