The purpose of this literature review is to examine data-based studies published on mobile learning in K-12 from 2007 to the present. In total, 63 studies from 15 refereed journals were selected for analysis. The findings are organized in four themes: (a) comparison studies, (b) no comparison studies, (c) mobilized learning, and (d) academic content areas. The findings showed research was primarily exploratory in nature and focused on understanding the educational affordances of using mobile devices in instructional practices. Affordances examined in the studies were identified within the contexts of multiple academic disciplines. Additionally, trends were observed, and critical issues to consider for future research are discussed.