This case study investigated a m-learning initiative by a large school district in the United States to provide iPod touch devices 24/7 to teachers and students of English Language Learners. We described the initiative and presented the research findings of its implementation for two years at elementary and middle school levels. The results revealed the iPod touch was used to support language and content learning, provide differentiated instructional support, and extend learning time from classroom to home. However, several challenges were identified such as significant time demand on the teachers, technical issues, the need for professional training and dedicated support staff. Implications for teachers, instructional technologists, school administrators, and researchers were discussed.