Abstract: This study examines students’ perceptions of electronic devices as learning tools in public secondary schools in Dodoma Region, Tanzania, while addressing institutional challenges and policy contradictions. Employing a mixed-methods approach, data were collected through questionnaires, focus group discussions, and interviews involving 118 participants (100 students, 16 teachers, and 2 school heads). Findings reveal that 60% of students viewed electronic devices positively, citing enhanced academic performance through access to digital resources like tutorial videos and interactive diagrams. However, 30% reported distractions from social media and gaming, highlighting a dual impact. Teachers acknowledged the pedagogical value of devices but faced barriers such as inadequate training (only 30% effectively integrated tablets) and infrastructural limitations, including unreliable electricity and internet connectivity. School policies often restricted device usage due to concerns over distractions and academic dishonesty, conflicting with national ICT objectives like Tanzania’s SEQUIP initiative. The study underscores the need for revised regulations, targeted teacher training, and infrastructural investments to align policy with practice. Framed by the Technology Acceptance Model (TAM), the analysis emphasizes the role of perceived usefulness and accessibility in fostering sustainable integration of electronic tools in education.