In this qualitative research study conducted in twelve New Zealand secondary schools data was gathered on policy formation on a range of issues including: cell phone usage at school; mobile technology incorporated into learning; staff development; curriculum development; assessment, school and class management; and registration and enrolment. Participants included: school principals; deans; heads of department; guidance officers; teachers; and prior students. Main findings from this study suggest that: there is limited use of mobile technologies for school-related learning, training and management activities; there exists a complex array of differing responses from school staff ranging from those who classify themselves as ‘digital dinosaurs’ to ‘as-if natives; and there needs to be at least one champion of mobile learning technology within a school for inclusion into formal learning and management activities.