This instrumental case study explored the knowledge and skill set levels of adult learners over the age of 35 with an emphasis in emerging educational technologies. The case study focused on EdD students in four cohorts at the Drexel University Center for Graduate Studies in Sacramento, CA. This research sought to answer the following research questions: 1) What were the requisite technological skill and knowledge levels when it came to assessing educational technologies for doctoral students 35 years of age and older; 2) How did currently enrolled college students from the "Baby Boomer" and "Generation X" generations describe their experiences toward learning new emerging educational technologies during their first year in a hybrid EdD program; 3) What challenges or hindrances to content learning did these adult learners face when they attempted to learn and master emerging educational technologies; 4) What transformations in perspective toward the use of technology occurred as a result of these early experiences? A case study methodology was used and included interviews with program directors and a sampling of students, as well as a review of physical artifacts such as EdD curricular syllabi and the Learning Management System at the Drexel University Center for Graduate Studies in Sacramento, CA. The results of the study indicated most students, regardless of age, had a basic knowledge of technology. Besides being challenged by technological fear and a host of other technological anxieties, the students managed to complete their coursework by applying andragogical principles they developed in response. Most students indicated they had a perspective shift in learning new technology. This transformative breakthrough supported their continuance in the program. The research concluded that most students learned new technologies despite the challenges before them. It was recommended Drexel University invest in a Just-in-Time Training program with an emphasis in "hands-on" training that will assist both teachers and students in learning new emerging educational technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]