To make Alternative Learning System (ALS) more flexible and inclusive, the researchers aimed to explore the possibilities of utilizing mobile learning as a delivery mode and tool in increasing the delivery of instruction and enhancing learning experiences of its clienteles of the Accreditation and Equivalency (A&E) Program. This study is divided into three (3) folds composed of the following: (a) first phase -- design and development of the Mobile-based Enhancement Learning Material (MELMA); (b) second phase -- implementation and experiment of the developed learning material; and, (c) learning experience assessment. The researchers employed sequential mixed method research design and involved the use of both quantitative (content, technical and aesthetic acceptability level checklist; pre- and post-test; significance assessment questionnaire) and qualitative (document analysis; in-depth interviews) instruments. Three groups of respondents were also purposively selected composed of the following: (a) first phase -- fifty (50) product validators; (b) second phase -- fifteen (15) A&E learners; and, (c) third phase -- ten (10) A&E learner and teacher-respondents. Using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model, the analyzed data went through quantitative (mean, t-test, analysis of variance) and qualitative (consensual qualitative research) means. The first phase yielded acceptable and excellent ratings for the developed mobile learning material. The second phase showed a significant difference on the pre- and post-test results of the participating learners. It helped them increase their learning performance with the aid of the developed material. The third phase also revealed that there is a positive experience both from the teachers and learners because of the flexible learning and differentiated instruction designs. [Paper presented at International Research Conference on Higher Education (4th, 2017)]