This chapter presents a summary of the findings of a study that investigated Chinese international students’ use of mobile technologies for learning. The rapid growth of mobile technology and the increased use of mobile devices with Internet access by higher education students have opened additional avenues of communication, providing greater opportunities for collaboration and expanding access to traditional learning and information resources (Donaldson, 2010). According to the report by EDUCAUSE, mobile device ownership among undergraduate students increased about 60% in 2012 compared to the previous year. Moreover, nearly twice as many students in 2012 (67%) reported using smartphones for academic purpose than in 2011 (37%), with tablet or e-reader usage accounting for 67% and 47%, respectively (Dahlstrom, 2012), and Rossing, Miller, Cecil, and Stamper (2012, p. 1) comment that “Mobile technology figures prominently in the future of higher education, particularly in its integration into teaching and learning”. Motivated by this trend, many colleges and universities plan to incorporate, or have started to explore, the use of mobile technology in academics. According to Akour (2010), “In higher education, the success of mobile learning depends upon student acceptance of the technology; therefore, student acceptance should be a key concern for administrators considering the implementation of mobile learning” (p. 9).