Students' cellphone use has been related to poorer learning, possibly due to greater distraction. This study investigated whether cellphone-related anxiety, addiction, and disconnection were related to distraction and learning as well as how practical educational policies could minimize negative effects. Participants (N = 218) watched a video lecture and were divided into two groups: cellphone-allowed for academic use (Use-Cellphone Group) and no cellphone instruction (No-Instruction Group). During the lecture, participants received several anonymous text messages and overt distracted was measured. Learning was assessed via a test following the video. Our findings showed that participants in the Use-Cellphone Group experienced a greater degree of distraction and worse test performance than those in the No-Instruction Group. Only cellphone addiction and distractedness played key roles in impacting the effects of condition on test performance. Thus, allowing cellphones in class may exacerbate existing cellphone addiction behaviors and impair learning.