E-learning applications have been rapidly adopted by instructors inside and outside of the classroom. As a result, some researchers have started to assess their usefulness applying uses and gratifications (U&G) theory. This study expands the existing research trend exploring students' motivation to use a mobile polling application in the classroom. Qualitative data were collected in a marketing research course, and U&G-based categories and themes were identified. An inductive analysis rendered five main motivational categories: (a) knowledge acquisition and learning; (b) expression of self and others; (c) interaction, engagement, and enjoyment; (d) convenience; and (e) annoyance. Five motivational themes emerged for knowledge acquisition and learning category, whereas for expression of self and others, four themes were identified. The other three categories, interaction, engagement, and enjoyment; convenience; and annoyance resulted in three motivational themes per category. A discussion on how the study findings compare to previous student response systems and e-learning research as well as a presentation of testable propositions conclude this article.