This study compared the perceptions of 1,121 inservice teachers and 245 preservice teachers in Kentucky and Tennessee to determine the difference in their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that are useful for school-related work and the instructional barriers to mobile phone use. The results indicated significant differences between the inservice teachers and the preservice teachers. In all cases, the preservice teachers were more supportive of the use of mobile phones in the classroom, more positive about the useful features, and had less concern about the barriers associated with using phones for school-related work.