The aim of this study was to identify hospital teachers' professional learning needs to enable effective use of mobile technology in hospital schools. Hospitalized students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning support, including teachers, that assists students to maintain their learning. In an endeavour to improve learning outcomes for their students, a hospital school in Australia recently began an initiative to introduce mobile technologies and relevant digital pedagogies. This article describes a mixed methods investigation of teachers in the unique learning environment of the hospital school, and their needs during the early stages of the initiative. The results suggest hospital teachers' technology needs are personal, contextual and diverse. Specifically, teachers require personalized, work-embedded continuous professional development, supported with appropriate individual technology access with time to learn and share. A key intention of the overall study is to develop a mobile learning framework with guidelines and strategies for hospital schools that may embark on similar initiatives. This paper focuses on initial teachers' needs in order to improve students' learning.