This study served to examine the relationship between reflective mobile technology training for teachers and enhanced lessons prepared by teachers, using collaboration and reflection with teacher colleagues to integrate mobile learning and technology. The researcher also examined the relationship between modeling risk-taking behaviors with mobile technology and teacher integration. The study participants included 125 (K-12) educators with at least one year of teaching experience. The study included descriptive statistics to focus on the relationship among the variables. Findings showed that there was a statistically significant relationship between teachers' reflective mobile technology training and enhanced lessons, teacher collaboration, and modeling of risk-taking behaviors using mobile technology and teacher integration. Additionally, the finding of statistically significant relationships identified the benefit of professional development specific to the needs of the participants. [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.]