The purpose of this study is to identify university faculty concerns along with the degree of use of Web-based course tools to develop faculty support programs. The study borrows from both the Diffusion of Innovations Model (Rogers, 1983) and the Concerns Based Adoption Model (Hall & Hord, 1987) to develop faculty support programs that will help early adopters implement Web-based courses and nurture later adopters as they consider the use of these tools in their teaching. A Stages of Concern questionnaire was distributed to 928 faculty members in December 1998, with a 16% response rate. A second questionnaire was administered in December 1999, yielding a response rate of 37%. Between the first and second administrations of the questionnaire, some faculty members attended workshops on how to use Web-based course tools. Faculty who taught with a Web-based course also completed a survey to identify which Web-based tools they used and the degree of use. Results indicate a need for staff development not only in the technical areas of the Web-based tools, but also in other relevant areas. There is a need to provide faculty with organizational incentives and other support, and to acknowledge cultural traditions of education, to help them overcome conflicting feelings about technology. Support for early adopters is crucial to the success of online course development. (Contains 12 references.) (AEF)