Wireless technology has advanced significantly in recent years and has shown great potential and promise for use in education. To better understand the use of wireless technology in education, this research adopted a grounded theory approach to explore how students use wireless technology to support and facilitate their learning. We collected data by interviewing students regarding their experience and opinions of using wireless technology for education. The data were analyzed following the procedures of grounded theory: open coding, axial coding, and selective coding. By analyzing transcripts from the interviews, concepts and categories were segmented, and linkages between categories were identified. A substantive model depicting students’ use of mobile technology to support learning was then developed, which shows the causal conditions, context conditions, actions/interactions, and consequences. Based on the model, propositions were presented and discussed. The results of this research not only help to develop a theoretical foundation for future research, but also serve as guidelines for educators and administrators in designing and formulating specific strategies for introducing wireless technology in educational settings.