Six high school teachers, each in the second year of the implementation of a one-to-one program with a variety of technology experience, discussed effects of the mobile technology on the three different dimensions of classroom climate. The effects of one-to-one initiatives, in the relationship dimension were an extended time to form meaningful relationships with students, but increased accessibility to students as well. In the personal development dimension teacher found greater autonomy and control; they also expressed better collaboration with both students and peers. In the system maintenance and system change domain teachers expressed a frustration with maintaining certain rules and expectations unique to the one-to-one classroom, particularly surrounding student distractions. Teachers also expressed an increased flexibility to change.