Colleges and universities have embraced distance education as a solution to meet challenges brought by demands for access, reduced state and federal funding, and strained institutional resources. Paralleling the growth of distance educational courses, programs, and enrollments, is the need to have increasing numbers of faculty delivering instruction to ensure continuity and quality of the education being delivered. The success for any distance education initiative relies on a critical and core resource, namely participating faculty who provide quality instruction. This study attempts to explore the individual behaviors of faculty by examining their attitudes toward the adoption and application of informational technologies within their institutional environment and academic profession, examine how these attitudes affect their participation in distance education courses, and determine the policy implications of these findings for higher education. (Contains 5 footnotes.)