The problem in this study is lack of research regarding perceptions of first-year nontraditional students (FYNTSs) who are enrolled in a face-to-face community college course regarding how mobile learning in the classroom affects their emotional engagement. Understanding this provides critical insights as well as enhanced and more accessible pathways for academic engagement. Grounded in Kahu and Nelson's student engagement in the educational interface, the purpose of this basic qualitative study was to explore FYNTS perceptions regarding how mobile technology integration in the face-to-face community college classroom affects their emotional engagement. The research question involved examining FYNTS perceptions of how mobile technology integration in a community college face-to-face classroom affects their emotional engagement, including their self-efficacy, emotions, sense of belonging, and wellbeing. Purposive sampling was used to recruit participants. Data were collected through semi-structured interviews with 15 self-identified current FYNTS who were enrolled in a rural California community college. Inductive analysis was used to identify codes, themes, and categories. Key findings of the study were that FYNTS often perceived mobile learning technology as enhancing their emotional engagement; however, it was pedagogical practices of the instructor rather than the technology itself that tended to be the determining engagement factor. This study may lead to positive social change by providing stakeholders with a deeper understanding of mobile learning's utility in a community college classroom for boosting emotional engagement. [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.]