In this research, we explore the impact on teachers of implementation of the Faculty Student Knowledge-Sharing Platform (FSKSP) in their college. Specifically, we focus on the effect on those teachers of the need to share publicly their knowledge and teaching material as the result of FSKSP implementation. In addition, we report the experience and progress they acquire when choosing to change their traditional, habitual teaching and sharing modes. The case study focuses on a college of technology well-renowned among universities in Taiwan for its fully integrated electronization of teaching. The study shows that delivery of knowledge to and sharing of knowledge with students through the FSKSP differs enormously from the long-established verbal knowledge sharing in classroom lectures. In choosing to use the FSKSP and making changes to the interaction between faculty and students, teachers go through the following stages: protection of professional dignity and expertise; panic about whether or not to make changes; compromise in response to information technology trends, and hesitation about whether to continue or to turn back. The research findings provide a good reference for college administrators advocating the introduction of information technology to construct the FSKSP. The findings also assist FSKSP system designers in gaining the necessary understanding of possible conflicts between system features and cultural habits when working to enhance system feature design. (Contains 3 figures.)