This mixed methodology study was designed to examine the factors and the process by which mainstream university faculty members adopt and implement technology in teaching and learning. Data were collected through a survey administered to faculty from 3 academic colleges (N = 117) and interviews of selected survey respondents (N = 9). Path analysis of survey data resulted in path coefficients indicating relationships between variables and significant direct effects to variables. Interview data were analyzed through constant comparative analyses. Patterns of perceptions and usage among participants emerged, providing rich data that triangulates with survey and path analysis findings. The results suggest that peer interactions and collegiality are significant direct effects in helping faculty members learn new innovations and strategies. The findings have important implications for informing the design of professional development for faculty adoption of technology.Within the realm of tertiary-level education, there is an increasing effort for the acquisition, implementation, and institutionalization of the skills and strategies necessary for the effective and integral use of technologies in teaching and learning. A little more than a decade ago, Schwieso (1993) noted that little 235