Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K-12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and most importantly (c) research outcomes were generally positive about the potential of M-learning to support the needs of students with disabilities in inclusive settings. Limitations and implications for future research on M-learning are also discussed.