This quantitative study used the Learning/Adoption Trajectory model of technology adoption as a scaffold to investigate whether a faculty adoption level of instructional technology in the College of Education (COE) at a large midwestern university in the US can be predicted by the faculty members' responses to questionnaire items in four areas: (a) participant demographics, (b) computer experience, (c) instructional hardware used in teaching, and (d) methods of learning about technology. The population for this study consisted of 87 faculty members, 43 of whom responded. It was discovered that use of instructional courseware, online sources, up-to-date technology, nontraditional operating systems, self-directed informational sources, data analysis tools, management tools, and collegial interaction significantly predicted technology adoption by COE faculty. In the analysis of the combined effect of these eight factors, however, only use of self-directed informational sources, collegial interaction, and use of data analysis tools were significant predictors of the technology adoption level. The following are appended: (1) Results of Factor and Regression Analyses; and (2) Residual Figures. (Contains 3 tables and 3 figures.)