The literature shows that unguided device use in the classroom decreases academic outcomes for a broad range of students. However, the literature does not address potential harms to graduate students. We investigate where highly motivated graduate students in a professional MPA program would be vulnerable to the same device distraction effects as undergraduate and grade school students. Four sections of Advanced Taxation were assigned to either "device-prohibited" or "device-permitted" (natural use). Those assigned to the device-prohibited sections earned 17% higher course grades, an effect size greater the undergraduate studies. Surprisingly, GPA and device use interacted, with those at the "high" end of the GPA showing the greatest disadvantage from device use. The evidence indicates that it is not the least academically prepared students who are the most vulnerable to device distractions, but rather the more accomplished students, although the declines were found for all levels of academic achievement.