This article presents an evaluation of students' experiences and engagement with Short Message Service (SMS) (text) messages. SMS was used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks. The rationale was derived from a perceived benefit of amalgamating an all pervasive technology with established pedagogic techniques. Students' experiences and engagement were investigated through qualitative and quantitative data. Findings showed experiences and engagement to be mixed, the quantitative data differing somewhat from the qualitative. Positive experiences were reported for administrative communications, learning support (in the quantitative data) and suggested uses for student to tutor texts. Negative factors in students' experiences were: intrusion into personal time; the culture of immediacy in texting; costs; and lack of perceived pedagogic benefit. Implications for the use of SMS for Higher Education Institutions (HEIs) and for the future of such approaches in making learning mobile are discussed. (Contains 1 note and 2 tables.)