Abstract. This qualitative case study investigated the use of mobile phones as tools to support English language learning in a higher education setting in the Dominican Republic. The study examined how a Dominican English language teacher and her students used mobile phones as educational tools, and which features these participants appropriated to engage in English language learning activities inside and outside the classroom. The study also explored social and physical factors that influenced participants’ mobile phone appropriation in a developing country context with limited technology access and infrastructure. Data collection took place for eight weeks through semi-structured interviews, informal conversations, classroom observations, and questionnaires, in a university English language center located in a Dominican urban city. Findings indicated that the teacher appropriated her mobile phone as a tool for connectivity, content delivery, assessment facilitation, time-management, and emergency power back-up. Students appropriated their mobile phones as tools for research and reference, note-taking, data gathering, collaboration and repository. In addition, mobile phone use for educational purposes facilitated the teacher’s instruction and enabled her to provide authentic activities for her students. Findings from this study shed light on how English Language teachers and students can integrate their own mobile technologies to support English language learning in a university classroom within a developing country context with uneven access to technology.