Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases in readiness as teacher competence grows. The MLRS and other measures are presented as a basis for beginning the development of a classification framework to assist in targeting types of professional development to ensure effective integration of mobile learning into classroom environments. [For full proceedings, see ED571332.]