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This qualitative research study determines if providing technology professional development augmented with consultative support to university faculty increases mobile learning opportunities in higher education. This study used interviews and syllabi from two faculty case study participants who attended technology professional development over the course of a year and also received consultative support. Results indicated the amount of time, rank, and experience teaching in higher education were factors that determined the likelihood of the case study participants to increase the number of mobile learning opportunities for their students. The cross-case comparison suggested the two case study participants share some of the same factors in determining their use of mobile devices for learning in higher education.