Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion-regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no-instruction control group. All participants watched a 20-minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple-choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotionalregulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.