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Whilst teacher education in Malawi seems to be afflicted by numerous challenges emanating from financial inadequacy and human resource constraints, widespread ownership of mobile technologies among student-teachers and versatility of the devices offer prospects for an improved academic environment. This study examines disciplinary variations in the diffusion of heutagogical use of mobile technologies among student-teachers at Domasi College of Education in Malawi. It is a case study involving 394 student-teachers whose design included a situational analysis, intervention and follow-up phase. Data was collected across the phases using semi-structured interviews, two questionnaire surveys, focus group discussions and participant journaling. Notwithstanding discipline, the findings reveal ubiquitous access to mobile technologies among the student-teachers as well as positive attitude towards academic usage of devices. Subject-based disparities, however, became apparent during the situational analysis in relation to actual usage although they were levelled during the intervention. Additionally, the occurrence of heutagogical practices increased significantly over the intervention period.