How prepared are teachers and pupils in Basic 6 (that is, 6th grade) to use Information and Communication Technology (ICT) such as mobile devices to aid teaching and learning in urban and rural schools at that level is a matter of concern and therefore formed the focus of this paper. The study is a survey of some urban and rural Primary schools in Benue State of Nigeria. A sample of 180 teachers (90 each for urban and rural schools) and 100 pupils (50 each for urban and rural schools) were purposively selected for the study. The instrument "State of the Art in Mobile Devices Use" (SAMDU) was used in data collection along with personal interaction (interview) on what they know, what they can do with their mobile devices (such as handsets, palmtops, iPads, tablets and smartphones) and practical demonstration of what was claimed. Analysis was done using descriptive statistics of percentages, means and bar graphs. The result shows that teachers and pupils in urban schools claimed and also demonstrated higher ability to use mobile devices to teach/learn compared with those in rural schools. However, there was a remarkable difference in what both urban and rural school teachers and pupils claimed they could do and what they actually demonstrated. Urban-rural dichotomy, low ICT literacy, poverty, electricity and prohibition by school authority were identified as major challenges to effective use of mobile devices for teaching. Implications of these findings were pointed out with regards to what is to be done and accuracy of past public statements of leaders on level of preparedness of the nation Nigeria as far as ICT is concerned. It was recommended among others that location should be considered in posting of ICT literate teachers, distribution of ICT related teaching aids and provision of ICT patrol van for mass education in schools. Provision of professional development opportunities for instructors who desire harnessing mobile devices as a teaching and learning tool should be made by schools and government.