Previous research has shown that students who use technology in the classroom for non-academic purposes suffer decrements to their academic performance. These findings are consistent with theories and research in cognitive science. However, no current study has examined the type of technology that students use in class, their reasons for using it, and whether they feel that it is acceptable to use it. The current study sought to quantitatively and qualitatively explore these questions across a sample (N= 105) of college students. Results reveal that the most common uses of technology in the classroom is text messaging and emailing, and that students regularly use technology for a variety of non-academic reasons. In addition, students commonly used technology in class because of boredom, and those students who used technology because of boredom scored lower than students who used technology in class for other reasons. Frequency of laptop and cell-phone use did not impact academic performance, however. Implications for this research are discussed.