This mixed-methods study analyzes the perspectives of educators in middle school regarding the impact of cell phones in the middle school environment. Vygotsky's (1978) sociocultural theory of cognitive development along with opportunity theory (Cohen & Felson, 1979) provide insight regarding implications related to accessing personal devices during the school day. The advantages of cell phones as a learning tool and consideration for the adverse impact is explored. The current investigation focuses on the perspectives of 16 teachers, administrators, and school resource officers (SROs) working in the middle school environment. Data was collected using "QMethod Software." Results yielded two factors, including participants who felt strongly about restricting cell phone use and those who felt strongly about banning cell phones in the middle school environment. Qualitative follow-up questions demonstrated common concerns regarding cell phone considerations within the middle school environment. Common themes included Problematic Internet Use (PMI), Social and Emotional Learning (SEL) considerations, peer relationships, stress, anxiety, and social perfectionism. Results can be utilized to inform discussion by school administrators and policymakers regarding cell phone use in the middle school environment. [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.]