With cellphones playing an increasing role in the lives of students, their presence is inevitably felt in the classroom setting. Most research has pointed to the negative effects of cell phones in classrooms, claiming that GPA and test scores have improved, and even that the “achievement gap” is closed, when cellphones are banned in class. However, cell phones also have potential to augment a student’s learning experience. This study thus aims to determine what administrative policies and student actions are most effective in maximizing a cell phone’s usefulness while minimizing its negative effects. The procedure is separated into three parts, with each part analyzing a different population–the teachers, the administration, and the students. Results are pending.