Science, Technology, Engineering, and Mathematics (STEM) education is considered to be an essential factor in the national progress, economic prosperity, and global competitiveness. In Nigeria, even though the primary importance of science education in secondary schools is explicitly recognized by the education policy, there are some systemic issues that impede the process such as the consistent lack of funding, the outdated curriculum, and a shortage of trained specialists. At the same time, there is some paradox in Nigerian digital environment as the cell phone penetration rate is very high, but the disparity between meaningful connectivity and digital literacy is significant. The following report discusses how mobile learning (m-learning) can be a highly effective, theoretically-informed solution to these institutional-level challenges. The research paper looks into the educational principles behind mlearning based on the principles of constructivism and connectivism theories, evaluates the existing digital infrastructure and human capacity of Nigeria and generalizes on the available empirical results of successful pilot projects. The report concludes that although mobile technology has enormous potential in improving equity in education, promoting active learning and reducing the geographical barriers, its successful and sustainable implementation is hindered by overlaying infrastructural, economic and human capacity barriers. In order to take full advantage of this potential, a multi-stakeholder system of policy reforms, pedagogical innovation, and strategic resource development can be suggested.