This study examined the effectiveness of mobile learning platforms in selected secondary schools in Kapiri Mposhi District, Zambia, within the context of growing global digital education trends and initiatives such as Learning Passport Zambia. Guided by Constructivism, the Technology Acceptance Model (TAM), and Connectivism, the study used a mixed-methods approach, collecting quantitative data from 300 students and qualitative insights from 15 teachers and 10 administrators across 10 schools representing urban, peri-urban, and rural settings. Findings showed a high level of smartphone ownership (87%), providing a strong foundation for mobile learning; however, awareness of formal platforms like Learning Passport Zambia was notably low (22%). Students who engaged in mobile learning reported improved understanding, engagement, and flexibility, indicating strong perceived effectiveness. Despite this potential, the study identified a significant implementation gap driven by infrastructural challenges (high data costs, poor connectivity, unreliable electricity), institutional barriers (lack of policies, limited teacher training, and phone restrictions), and pedagogical concerns such as student distraction. The study concludes that while mobile learning holds considerable promise, its impact is currently constrained by the absence of a coordinated implementation strategy, and it recommends collaborative efforts among stakeholders to improve infrastructure, policy development, and teacher capacity for effective integration.