This article examines barriers to technology adoption based on the literature and data from two studies. A five-step hierarchical model (familiarization, utilization, integration, reorientation, evolution) of adoption of technology in the classroom is presented, and internal and external barriers to technology adoption are examined. The two studies are then described. In the K-12 study, 1,000 art teachers were surveyed to: ascertain current levels of technology adoption; characterize teaching strategies used for learning in computer-based art classrooms; identify barriers to technology adoption; and propose an instructional model. In the second study, information on the impact of a large-scale initiative, the Electronic Academy, implemented at two- and four-year institutions in a Midwestern state postsecondary system, was collected from instructional technology coordinators. A product of this examination is a visual representation of the interactions and interdependence of elements that contribute to the construction of barriers to technology adoption. The model is intended to clarify internal and external obstacles and to serve as an aid to pre-service and in-service teacher education curriculum designers and developers as they plan for the successful infusion of newer technologies in the curriculum. Three tables contain a summary of research on barriers to technology adoption and data on barriers to technology adoption at the elementary, secondary, and postsecondary levels. (Contains 28 references.) (DLS)