Organizations' leaders invest annually billions of dollars around the world in ICT/IS-related assets, for which long-term benefits depend mainly on user adoption and continued use. Higher education organizations whose employees have low levels of IS usage do not maximize ICT investments. The purpose of this qualitative single case explanatory research study was to explore organizational factors that might encourage or hinder adoption and use of LMS functions at full capacity in a nonprofit tertiary education institution in Mexico. The target population was managers who oversee LMS operations and policies and full-time personnel who use the system. Research data were collected using semi-structured interviews containing open-ended questions. This study might be beneficial for organizational leaders interested in the ICT/IS management field of knowledge because the following contributions: (a) paradoxically, low usage might be a result of sophisticated IT skills of personnel capable of finding and adopting IS application substitutes to cover actual needs, (b) the integration of open tools and online social networks to the current working dynamics and environments, more than workforce deficiencies in IT skills, might also cause IS/ICT underuse, and (c) the collaborative use of IS/ICT tools tends to increase when decided by consensus. Opportunities for future research included changes in senior users' profiles and behaviors, and the exploration of the consequences of applying different styles of leadership (transformational, laissez-faire, authoritarian/hierarchical) to technological substitution and innovation processes in organizations that require constant adaptation to the changes imposed by the global business environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]