This non-experimental qualitative bounded case study (Yin, 2014) examined how secondary school instructors and learners perceive smartphones' impact on learning in the GED classroom in an urban school in New York City (NYC). The study assessed how GED learners and instructors in an urban NYC government-funded high school equivalency program perceive smartphone usage during academic instruction. Additionally, the researcher investigated the extent to which GED instructors in a NYC program incorporated smartphones as educational tools in their teaching methods and student perceptions of smartphones as educational tools. Furthermore, the study aimed to determine how much instructors incorporate smartphones into their instructional practices. The researcher conducted a non-experimental qualitative, single-site bounded case study using thematic analysis to explore and interpret smartphone perceptions among learners and instructors. The study presents the perspectives of GED learners and instructors regarding smartphones and identifies challenges and opportunities for development amongst learners and instructors that could lead to decreased distraction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]