There is controversy over the use of mobile phones in schools not only in Zimbabwe but globally. The present study sought to explore the perceptions of parents and secondary school teachers towards the use of mobile phones in urban secondary schools. This study was qualitative and it employed a case study research design focusing on selected secondary schools in Marondera Urban, Zimbabwe. A combination of purposive and convenience sampling were used to select research participants who comprised of 30 parents and 10 secondary school teachers in Marondera Urban. Face to face semi-structured interviews were the main data gathering tool for this study. The findings of this study found out that both teachers and parents were certain of the benefits of the mobile phone as a pedagogical tool but they expressed reservations towards the use of mobile phones by learners in secondary schools. Teachers indicated that they mainly use mobile phones to communicate with the parents and not necessarily during the teaching process. Both parents and teachers were afraid of the potential negative consequences on learners‟ progress that could result from the abuse of mobile phones. The researchers therefore recommend that school administrators, parents, teachers and also other interested stakeholders should find ways of allowing the use of mobile phones in secondary schools as well as coming up with relevant policies to guide the use of the mobile phones in order to avert abuse of mobile phones.