Background: the mobile continuing medical education project (mcme v.2.0) Was a randomized controlled trial designed to test the efficacy of a text messaging (short message service [sms])-based distance learning program in vietnam that included daily quiz questions, links to readings and online courses, and performance feedback. The trial resulted in significant increases in self-study behaviors and higher examination scores for intervention versus control participants. Objective: the objective of this mixed-methods study was to conduct qualitative and quantitative investigations to understand participants’ views of the intervention. We also developed an explanatory framework for future trial replication. Methods: at the endline examination, all intervention participants completed a survey on their perspectives of mcme and self-study behaviors. We convened focus group discussions to assess their experiences with the intervention and attitudes toward continuing medical education. Results: a total of 48 hiv specialists in the intervention group completed the endline survey, and 30 participated in the focus group discussions. Survey and focus group data suggested that most clinicians liked the daily quizzes, citing them as convenient mechanisms to convey information in a relevant manner. A total of 43 of the 48 (90%) participants reported that the daily quizzes provided motivation to study for continuing medical education purposes. Additionally, 83% (40/48) of intervention participants expressed that they were better prepared to care for patients with hiv in their communities, compared with 67% (32/48) at baseline. Participation in the online coursework component was low (only 32/48, 67% of intervention participants ever accessed the courses), but most of those who did participate thought the lectures were engaging (26/32, 81%) and relevant (29/32, 91%). Focus group discussions revealed that various factors influenced the clinicians’ decision to engage in higher learning, or lateral learning, including the participant’s availability to study, professional relevance of the topic area, and feedback. These variables serve as modifying factors that fit within an adapted version of the health belief model, which can explain behavior change in this context. Conclusions: qualitative and quantitative endline data suggested that mcme v.2.0 Was highly acceptable. Participant behaviors during the trial fit within the health belief model and can explain the intervention’s impact on improving self-study behaviors. The mcme platform is an evidence-based approach with the potential for adoption at a national scale as a method for promoting continuing medical education. Anna larson williams, andrew hawkins, lora sabin, nafisa halim, bao le ngoc, viet ha nguyen, tam nguyen, rachael bonawitz, christopher gill. Originally published in jmir medical education (http://mededu.Jmir.Org), 18.04.2019. This is an open-access article distributed under the terms of the creative commons attribution license (https://creativecommons.Org/licenses/by/4.0/), Which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in jmir medical education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.Jmir.Org/, as well as this copyright and license information must be included.