Mobile learning (M-learning) has become a popular topic in educational research, in previous research there have been many studies on attitude to M-learning directed towards staff, parents and students; however, limited research has focused on the comparison between teachers and students in the context of creative engineering and their respective opinions on issues of M-learning (iPad-based), comparing with other stakeholders' opinions. The study investigates the integration of iPad-based M-learning into a creative engineering module in a secondary school in England, applying a problem-based learning pedagogy. By using a case study approach involving semi-structure interviews, group interviews, and observation, the research participants, this research found that all of whom were involved in the creative engineering module, have a relatively objective and rational opinion of the affordance of the iPad, and the teachers were generally positive about the benefits of iPad-based M-learning in terms of discussing how it has changed learning as a whole. The results also challenge previous claims that the outcomes of M-learning are difficult to assess, thereby advocating a case-to-case assessment of the outcomes of M-learning. Some limitations of iPad-based M-learning were first discovered. The school's iPad policy integrates building of an online platform, evaluating teachers' belief in iPad-based M-learning and the expectations of students, irregular teacher-student communication, teachers' and students' self-training to facilitate iPad-based M-learning. However, the formal training in iPad use provided by the school was not well thought of by the research participants.