Although faculty support has been identified as a critical factor in the success of educational-technology programs, many people involved in such efforts underestimate the complexities of integrating technology into teaching. In this article, the author proposes an adoption cycle to help tackle the complex issue of technology adoption for teaching. The center of the cycle depicts a circuit of faculty behavior activities, which are influenced by several outside factors and conditions. The time faculty spend integrating educational technology into their teaching lies at the core of this model. Although important variables influencing faculty adoption behavior need to be reflected at a strategic level, such as the shape of an adequate incentive structure, the proposed model of faculty technology adoption reveals support needs. Furthermore, the author presents some scenarios that illustrate important implications of the proposed cycle and the need for faculty support, and provides recommendations derived from the faculty educational adoption cycle. (Contains 2 figures, 1 table, and 6 endnotes.)