Affective outcomes first-year college students realize when using mobile devices to learn depend on instructors' knowledge of how to implement m-learning activities in classrooms. This dilemma is a problem because instructors may implement activities that use mobile devices without sufficient knowledge concerning how device features may help or hinder student cognitive outcomes. Constructivism and the affective domain formed the conceptual frame for this qualitative case study that examined the affective outcomes present when a first-year college student in one class at a Midwestern community college completed m-learning activities. The data included the student's perspectives and contexts within which he used mobile devices. The research questions were: a) What affective experiences, such as value and motivation, do first-year college students realize as they use mobile devices to complete m-learning activities? and b) What are the obstacles related to mobile device features and functionality first-year students encounter when completing m-learning activities in college classrooms? The development of themes related to the research questions and conceptual framework resulted from multiple coding passes through the data. Five themes emerged: a) constructivist examples, b) instructional design technology m-learning considerations, c) multiple technology device use, d) applications support learning, and e) affect was evident. The affective experiences of learners in m-learning seem to play a role in motivating them. Obstacles may include textbook design, workspace size, device screen size, instructor flexibility, and the ease with which information can be shared across devices. Attention to these considerations may support higher levels of student motivation to complete activities.