An integral part of 21st century learning for middle school students included the daily use of mobile device technology. The problem with mobile devices, full of their interactive interfaces, was how did the student personally discover which features and tools within the device will best benefit the student's style and needs, thus enhancing learning? This phenomenological study examined the lived experiences of middle school students' discoveries of which tools and features on mobile devices were used to enhance academic learning through utilizing the theories of self-regulated learning and multiple intelligences. Some suburban public middle schools have encouraged students to bring their own devices and have expected students to use personal or school devices as regular learning manipulatives. Students were given the freedom to use mobile devices to enhance their learning experiences. Data collected from the constructionism learning perspective showed that experiences of learning were self-regulated and selected by natural multiple intelligences as students discovered and deciphered the tools and features on mobile devices to enhance their learning. The practical implications of this study's findings were that parents and educators would gain an understanding of students' cognitive processing. The study provided guidance for future instruction to support their students' academic learning and independent use of mobile devices. The ongoing challenge for educators was preparing students with the skills for 21st century careers by means of connecting with their worlds and interests. The information garnered from this study would help arm educators with a missing component of effective technology integration practices. [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.]