The purpose of this literature review is to examine new research evidence on the use of mobile devices with students with disabilities across education settings. After a search of the literature, 63 empirical articles met the inclusion criteria. Using a conceptual framework, we examine the literature on who is using the devices, what specific mobile devices are being used, how mobile devices are used, and what the major effects are. Our review indicated that students with autism spectrum disorder have been studied most; Apple products have been focused most; uses are most involved with school policy and accessibility; and mobile device uses in a school setting affect both instruction in general and special education and students with disabilities. Future research directions and practical implications are discussed.