The purpose of this study is to explain the perceptions of professors about learning and using mobile devices (mobile learning or m-learning). It s also to identify points that favor and inhibit its adoption. Through exploratory interviews based on diffusion theory innovations Rogers (2003) and related studies Kapooret al. (2014), eighteen professors made their considerations. These professors were grouped as non-adopters of m-learning, with exclusive dedication to a university; non-adopters, operates in other market sectors; and adopters of m-learning. Making use of content analysis, factors were categorized according to the innovation attributes, seeking to indicate facilities and/or difficulty to the adoption of m-learning. The study concluded that, although contradictory, at times, the speeches of respondents indicated three pillars that support the deployment of mobile learning in higher education: teacher interest, institutional support and government support. In each of these pillars teachers have highlighted the need to enhance the teaching methods and the adoption of technology in education as a means to improve the teaching and learning process.