This article reports findings from a study that aims to understand how to integrate mobile-learning into Learning Management System (LMS) in a community college in Hong Kong. In this study, a mobile-enabled LMS named SOUL was adopted to improve students' learning engagement and academic performance. Participating students were segregated into two groups where one was prompted by the instructor to use mobile access while another group was not prompted. A survey was conducted to investigate students' use of SOUL via mobile access and the factors influencing their adoption of mobile access to SOUL based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Semi-structured interviews were conducted with students to collect in-depth explanations regarding their experience with SOUL via mobile access. The study reveals that many students used SOUL with their mobile devices despite not being prompted. It was also found that students most frequently accessed SOUL via their mobile devices for retrieving learning resources and information owing to immediate availability and convenience brought by the notification of its native mobile app. Multiple linear regression analyses revealed that facilitating conditions and performance expectancy were the only significant predictor for unprompted and prompted mobile access, respectively. Implications on integrating mobile learning to LMS in community colleges are discussed.