Mobile phones are used in virtually every area of life in the contemporary society. In Africa, mobile phones have radically changed the way people do business and socialize, and Kenya has not been left behind in this development. However, mobile phone technology has not been effectively utilized in education at the same level of efficiency and effectiveness. Studies have shown that technology self-efficacy is the most critical factor that determines utilization of any technology particularly for distance education students. Distance education students need effective support through mediated forms of interaction in form of flexible media, which necessitated the development of the POODLE mobile application learner management system at St. Paul’s university, Kenya. This study aimed at studying mobile phone self-efficacy and its utilization for learning with special reference to the use of POODLE application at St. Paul’s University. A descriptive cross-sectional survey research design was used. The study targeted 320 respondents. A questionnaire was used to collect data from a sample of 176 students. Data obtained was analyzed by use of frequencies, percentages and Pearson Chi-Square(x2) at a set significance level of (p < .05) and presented in form of tables. The findings of the study revealed that most students used the POODLE application, where slightly more male students used in comparison with their female counterparts. The study revealed no significant relationship between students’ year of study and the use of POODLE application. Attitudes of the students using the application varied but most regarded the POODLE application as useful in their studies. Most students had skills in the use of the application but there was a significant relationship between the distance learning students’ year of study and the students’ self-evaluation on whether they have the skills in the use of POODLE application. The study concludes that the mobile phone application’s utilization and its self-efficacy among St. Paul’s University distance learning students is relatively high. However, there is need for more sensitization, training and regular updates of the application to increase distance learning students’ self-efficacy and utilization of the POODLE application. Keywords: Mobile Phone, POODLE Application, Self-Efficacy and Distance Learning.