One of the challenges of implementing problem-based learning (PBL) is ensuring that group members work effectively together. As technology develops, it is particulary important that group members can function appropriately while using mobile technologies, such as mobile phones, tablets, and laptops, in classroom settings. Mobile phones in particular have the ambiguous status of being a tool for both work and leisure purposes, given that their primary funktion is communication and in most cases they also provide access to the internet. They are also personal and descreet; others in the group may not be able to see the screen activity in the same way that a laptop of tablet is visible, and therefore using mobile phones in an educational context presents a problem of interpretation for group members in terms of whether the phones are being used for work or leisure purposes and thus whether a group member still is engaged with the group. In this chapter we utilize discursive psychology to examine the use of mobile phones in PBL student tutorial interaction at the exact moment in which a phone is picked up, analyzing what impact such an action can have on a group. This approach contrasts with mainstream psychology's treatment of interaction by focusing on talk as performing a social action, such as how a phone user and other group members attend to the accountability of using the phone in the tutorial. In doing such in-depth analyses, we can shed further light on the intricate interactions that take place within PBL settings and how group dynamics are managed by the individuals involved.