In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies that regulate laptops/tablets than cell phones, and though students want teachers to regulate the use of wireless devices for social reasons, they desire choice when it comes to use of devices for academic reasons. Further, as predicted in our model, teacher verbal aggressiveness and credibility mediate the relationship between teacher technology policies and student perceived cognitive and affective learning. We suggest that students desire both clarity and choice when it comes to use of technology in the classroom.