Technology has become embedded in all aspects of students' lives as they increasingly rely on mobile technology devices such as cell phones to access and share information. Cell phones function as portable, affordable, and ubiquitous mini-computers, yet few teachers have leveraged the benefits of cell phone technology for teaching and learning within the classroom. There is a disconnect between the traditional curriculum and teaching methods of the last century and the learning processes of 21st century students, who must be adequately prepared to compete in the post-modern global economy where the ability to access, evaluate, and create content is an essential skill and information is both a valuable resource and a commodity. The purpose of this qualitative case study was to explore commonalities in teaching practices, assessment, and classroom management when cell phones were incorporated into classrooms for purposes of teaching and learning. Twenty-eight high school teachers and college/university faculty members were identified through print media and scholarly literature as meeting the criteria of a purposeful sample of educators who incorporated cell phone use into classroom teaching and learning activities. Research results, obtained through a questionnaire and follow-up interviews, indicated that the features and capabilities of cell phones (such as Internet connectivity, immediate access to information/resources, immediate communication/feedback, and multimodal content delivery) position them as valuable tools to support 21st century learning within the classroom. The ubiquity, popularity, and ease of use of cell phones rendered them easily adaptable for classroom instruction, enabling a pedagogical shift from lecture-based models of teaching toward inquiry-based, collaborative, student-centered learning situated within an authentic, globally aware perspective and expressed through multiple modes. This shift in pedagogy requires a shift toward assessment instruments that embrace multimodal projects and products. An unexpected result suggests that participants' classroom management concerns focused on device management rather than on student behavior. Suggested areas for future study were investigation into the processes by which apps for education are developed and marketed, exploration into the ways in which schools create platforms to integrate a variety of phones and similar devices, and an examination of rubric development for multimodal assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]