The children of "Generation Z"--today's American teens--are digital natives (Prensky, 2001) who have come to expect high-speed Internet service, high-resolution multimedia, and instant communication using wireless mobile technology. Teen ownership of digital devices is at a new high according to national surveys. School administrators grapple with the expectations of digital natives in a variety of ways. Those with generous budgets or external funding pursue one-to-one computing initiatives that deploy tablet computers or netbooks to every student (Richardson, McLeod, Flora, Sauers, Kannan, & Sincar, 2013). Others partner with wireless communication service providers to offer low-cost Internet access to students and their families through mobile hotspots. While others, such as Forsyth County Schools in Georgia, attempt to maximize student engagement with digital content by encouraging students to "Bring Your Own Technology" (BYOT) to school (Alliance for Excellent Education, 2013). Digital natives with ubiquitous access to mobile technology compel teachers to not only rethink teacher-driven practices, but also seek new models that promote mobile learning, i.e., "learning [that] happens through or with a mobile device away from a person's usual learning environment" (O'Malley et al., 2005, p. 7). This article describes one mobile learning experience, called Geo- Mobile™, where students used smartphones to learn about energy systems during a geocaching-themed learning experience (Rose, Shoemaker, & Gosman, 2013).