This study uses the context of a School of Education's transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity to address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were address through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre and postmove faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes, as well as the unique aspects of faculty professional work life that complicate these efforts.