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Research has been conducted on the effectiveness of mobile devices in education; however, few scholars have addressed how faculty members perceive the use of mobile devices in the classroom. Mobile devices in higher education have the potential to support innovative teaching modalities. The purpose of this qualitative case study was to explore faculty perceptions of using the mobile device as an instructional aid in a higher educational institution in the United Arab Emirates (UAE). The conceptual framework was Zhao and Frank's metaphorical use of ecology and the ecosystem. Three research questions focused on faculty members' perceptions of uses, challenges, and cultural effects of integrating mobile devices into teaching. A purposeful sampling method was used to find participants for the study. Criterion based logic, semistructured, face-to-face interviews were conducted to collect data from 8 full-time, expatriate faculty members (4 from the federal university and 4 from the private university of UAE) teaching in UAE for at least 2 years who were avid users of mobile technology for classroom instruction. Interviews were transcribed, and the data were coded to identify patterns and major themes. The results showed that faculty used mobile devices for instructional purposes, increasing engagement, improving collaboration and pedagogical practices, and promoting UAE culture. Faculty also reported challenges with mobile technology such as distraction and cheating. The results of the study can lead to a positive social change by guiding higher education faculty on how to improve the status quo and assist in planning pedagogy and facilitating mobile-enhanced learning environments.