This paper compares the findings from three studies--2015, 2018, and 2022--on the perceptions of preservice teachers to the integration of mobile phones in the classroom. Participants include 545 students (2015, n = 245; 2018, n = 157, 2022, n = 142) enrolled in teacher preparation programs in Kentucky, North Carolina, South Carolina, and Tennessee to determine their support for phones in the classroom. Findings indicate that preservice teachers' support for phones in the classroom has vacillated over the last decade, increasing from 45% in 2015 to 55% in 2018 before falling to 40% in 2022. Likewise, perceptions that phones support learning increased from 2015 (58%) to 2018 (74%) but decreased 34% in the last five years to 40% in 2022. Conversely, findings indicate that preservice teachers' concerns about mobile phones in the classroom have largely remained the same--cheating (76%), cyberbullying (75%), and disrupting instruction (70); however, participants' concerns increased about mobile phone's ability to distract students (68%) and teachers (63%).