Abstract: Some Aboriginal and Torres Strait Islander pre-service teachers undertake Initial Teacher Education through Community Based Programs which enable them to study while living in their own communities. The use of mobile devices – laptops, tablets and mobile phones – has not been integral to these Community Based Programs. Yet many of these pre-service teachers already own and use mobile devices for social purposes. This research examines their perspectives about the use of mobile devices for professional study. Face-to-face qualitative interviews and focus groups were conducted with sixty four pre-service teachers and Aboriginal and Islander Education Workers in Queensland and South Australia. Locations were categorised as very remote, outer regional and inner regional. This paper shows that voluntary engagement with mobile devices for tertiary professional study among Aboriginal and Torres Strait Islander pre-service teachers enrolled in these Community Based Programs is location neutral. If there is mobile network coverage and mobile Internet access at a location, then there is similar uptake of the use of mobile devices, regardless of the remoteness classification of that location.