Many educational institutions are integrating mobile-computing technologies (MCT) into the classroom to improve learning outcomes. There is also a growing interest in research to understand how MCT influence learning outcomes. The diversity of results in prior research indicates that computer-mediated learning has different effects on various learning outcomes. In this study we examine two learning outcomes to understand how they are influenced by institutional and individual factors. To accomplish this goal, we examine the following research questions: (1) How does organizational support influence individual perceptions of using mobile technologies to learn?; (2) How do individual perceptions about mobile technologies influence learning outcomes?; and (3) How do learning outcomes influence individual performance outcomes? To test the theoretical model addressing the above research questions, we collected data from 91 students recruited from a secondary school in Israel. The school provides a mobile device (specifically, an iPad) to each student in grades 7 to 11 for use in the classroom and at home. Results of structural equation modeling indicate that institutional factors significantly impact individual perceptions of the learner and learning outcomes. Furthermore, mobile computing technologies may have significantly greater impact on integrative learning outcomes than skill-focused learning outcomes. As part of our post-analysis, we compared multiple learning outcomes using five alternative models. The variance explained and the effect size of changes in variance explained suggest that not all learning outcomes are equally influenced by mobile-computing technologies. Practical and theoretical implications are discussed.