With the sky-rocketing rise in the use of mobile phones, tablet computers, and other terminals, both in quality and quantity, research in education has quickly gotten interested in their cognitive potential as much for teaching as for learning purposes. Although numerous studies have been dedicated to this question in North America, Europe, and in some Asian countries, the African continent has only been getting timidly on board while the rate of mobile phone subscribers remains the highest in the world. In this article, we analyze the practice of mobile phone-based learning by women in higher education in the West African country of Benin. The scientific literature, in fact, points to gender-related differences in the adoption of information technology in the learning process.