This qualitative study looked at the instructional, curricular and organizational factors impacting on the adoption of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development in a number of key areas including the integration of the technology into teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful adoption. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. The study revealed a number of alternative perceptions and misconceptions, about articulating effective mobile learning pedagogies. For instance, staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning, as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those alternative conceptions with best practice principles are outlined.