This study reports the opinions of Illinois Math and Science Academy (IMSA) students to facilitate positive change in our educational system as we prepare our students for a competitive global economy. IMSA is a recognized leader in math and science education through exemplary inquiry-based methodologies. Students need new skills for citizenship, college, and the world of work. However, schools and teaching methodologies have remained largely unchanged from the Industrial Revolution. Students are predisposed to use information technology; as a result, students are a valuable source of information. The IMSA students are a valuable resource because of their interest, talent, and passion for math, science, and technology. This study reports information regarding the IMSA students' behaviors, preferences, and overall satisfaction with technology. The purpose of this study was to examine how mobile technologies affect the IMSA students' learning experiences both in the classroom and out. Mobile technologies are defined as handheld devices (smart phones, cell phones, PDAs, MP3 players, pocket PCs, tablet PCs, and other handheld devices) that can create, transfer, or display information via the Internet or other means. Equity issues in the technology practices and preferences between males and females and among the various grade levels will also be examined. The research design was inspired by a series of studies done by the EDUCAUSE Center for Applied Research (Borreson-Caruso, Salaway, & Smith, 2010). EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology; their overarching goal is to provide administrators with information on college student behaviors, preferences, and overall satisfaction with technology. Key findings indicated that students were excited by the use of new technologies but relied on tablet or laptop computers. Students recognized the academic value of technology as it helped them to access a wide range of resources, take control of their learning, and made them feel more connected at IMSA. Furthermore, students valued communication for both personal and academic reasons. Facebook was quite popular and advantageous when locating students and accessing resources for schoolwork; however, it was noted that Facebook presented distractions when students were not disciplined in its use. Unique perceptions of students from interviews added further insight to major themes that surfaced. As a result, this study illuminated some implications for administrators when planning for seamless integration of technology in the classroom. [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.]