Cell phones are ever-present in daily life, yet vastly underused in the formal science classroom. The purpose of this study was to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers' content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self efficacy of cell phone use in schools. Qualitative results demonstrated the ability of the preservice teachers to not only adopt this technology for the classroom, but illustrated their ability to create new learning experiences for their students beyond the model. (Contains 15 tables and 2 figures.)