Middle school reading teachers in a south Texas school district were surveyed to obtain a clearer understanding of one-to-one mobile device usage in the middle school reading classroom specifically regarding collaborative and active learning environments. The theoretical framework reviewed emerging learning theories that have steered effective teaching and instructional strategies while examining the theories of constructivism, collaborative learning, and active learning. The International Society for Technology and Education (ISTE) teacher and student standards were reviewed along with the corresponding performance indicators. The descriptive research design was utilized to investigate teacher perceptions. Likert Scale data and open ended questions were utilized to determine teachers' perceptions of the advantages and disadvantages of one-to-one mobile device usage promoting collaborative and active learning environments in the middle school reading classroom. Findings reveal that this type of technology attributes to students' ability in solving problems collaboratively, inquiry-based learning, real world content, instructional tools and apps, educational games and activities that heighten the literacy instruction process. Findings from this study could benefit educational leaders, school administrators, and classroom teachers. [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.]