Despite the large number of published articles dealing with Mobile-Assisted Language Learning (MALL) applications over the past two decades, very few relate to the curricular integration of mobile technologies beyond initial projects. This situation raises a primary research question as to whether or not MALL implementation publications reflect the actual extent to which MALL has been incorporated into the curriculum. In order to determine the actual state of curricular integration, an online survey of published MALL practitioners was conducted . The survey established that nearly 60% of initial MALL projects had subsequently led to curricular integration. The factors that most facilitated the integration of MALL into the curriculum are all directly related to the success of the initial project. Institutional factors likewise played an important part in the subsequent incorporation of MALL into the curriculum, with the encouragement of the administration, financial support and technological infrastructure being the most positive in this regard. On the other hand, the lack of financial and technological support was deemed to constitute a substantial negative factor. Likewise, when it existed, curricular flexibility played a major positive role in making MALL integration possible, whereas the absence of curricular flexibility was considered a significant negative impediment. So, too, overall the willingness of colleagues to engage with MALL, their pedagogical training and technological expertise were all viewed as contributing positively to MALL integration, though not without a notable level of negative influence.