Mobile technologies have increasingly been used in education for enhancing teaching and learning among students. The authors reviewed qualitative studies that focused on approaches towards transforming initial teacher education programs with mobile technologies. With the use of meta-ethnography approach, we compared, contrasted and interpreted the synthesis of qualitative evidences across numerous studies. This review analyzed 13 eligible studies from Web of Science conducted in different countries from 2012 to 2022. The findings were divided into three sections: (1) theme related to conceptions about the use of mobile technologies at micro-level (e.g., perceptions and affordances); (2) themes related to institutional approaches at the meso-level (e.g., professional training, technical supports, motivating and collaborative environment); and (3) theme related to policies and financial supports at the macro-level. Based to these findings, the model for transforming initial teacher education programs with mobile technologies was developed. By intensive discussions of the results, feasible conclusions were derived and future directions for further research on mobile technologies were provided.