Hashim, Tan, and Rashid's (2015) study, "Adult Learners' Intention to Adopt Mobile Learning: A Motivational Perspective," was intriguing because there were so many adult learners, also known as nontraditional students, who struggled with online or m-learning because it did not appeal to the desires and/or needs of students with families and individuals with full-time jobs. This study was designed to be a constructive replication of Hashim et al.'s study with the difference being that traditional learners would be surveyed along with nontraditional learners. According to Hashim et al., nontraditional learners were students who were over the age of traditional students (18 to 21 years old; Katz et al., 1999). Hashim et al. provided new findings to the knowledge base in m-learning adoption by examining the issue from a motivational perspective through the context of nontraditional learners. Hashim et al. utilized the uses and gratification theory, which was a dominant theory that examined user motivations in technology use. The researcher did not find a parallel study to identify if the motivations to adopt m-learning differ between traditional learners and nontraditional learners; therefore, the researcher decided to conduct the study and add to existing research. The results shared that social needs were higher for nontraditional learners while cognitive needs and affect needs were higher for traditional learners. Social, cognitive, and affective needs were all positively associated with intentions and attitude to adopt mobile learning. This was true for both traditional and nontraditional learners. Limitations and suggestions for future research are also discussed. [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.]