This case study explored the use of students' personal mobile devices in the classroom for learning. The context was a district with an initiative called Bring Your Own Technology (BYOT), whereby students regularly utilized their personal technology as part of the curriculum. The focus of this study was to better understand how students' personal mobile devices are pedagogically integrated into the curriculum, how students experience learning in a BYOT classroom, and teachers' perspectives about student confidence and engagement in this setting. Using the expectancy-value theory of academic motivation as the guiding lens, data was collected through a document review, classroom observations, student blog, and semi-structured interviews with five teachers and twelve students. The five themes that emerged were 1) students' personal technologies are pedagogically integrated into a BYOT classroom in a variety of ways that promote collaboration, project-based learning and presentations 2) teachers perceived the use of students' personal mobile devices in the classroom as contributing to higher student engagement, and both students and teachers found learning relevant to future pursuits fostered motivation 3) the use of personal mobile devices in the classroom, which is preferred by students, promotes differentiation of instruction 4) the major challenges in a BYOT classroom are distraction and network issues and 5) a balance of using students' personal technologies and traditional classroom methods is advantageous to address the needs of different learning styles. In addition to the findings, limitations and implications for practice were identified and discussed in the conclusion. [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.]