The study was conducted to determine the students’ awareness on m-learning in classroom pedagogical environment as a basis of integrating new ideas and formulating new body of knowledge and new strategies or methods to be implemented in the classroom instruction towards over-all students’ learning. All the BSEd students except the freshmen students were the respondents of this study. The gathered data were treated using t-test and ANOVA to determine the significant differences on their levels of awareness on m-learning. Generally, results revealed that the BSEd students were aware on m-learning as to the names, various applications, and limitations of mobile technologies, benefits of the use of e-learning resources and academic potentials of m-learning. It was found that their awareness on the names of mobile technologies was affected by the sex and major field of specialization only whereas on its applications, their level of awareness was affected by their curriculum year. Moreover, incomparable result was found in their awareness on the benefits of e-learning for access as to curriculum year and major field of specialization. The result also demonstrated that there is significant difference on the awareness of respondents on the academic potentials of m-learning when they are grouped according to year level and their ethnic affiliation was found to have no effect in their awareness on m-learning. Since the respondents were aware on the names, various applications, and limitations of mobile technologies, benefits of the use of e-learning resources and academic potentials of m-learning, Learning Management System (LMS) should be used, Online Institutional Delivery Technique (OIDT), varied OIDT and LMS sessions, and activities should be conducted respectively as well as the improved quality of m-learning should be addressed.