The pervasive use of Facebook by college students has prompted educators in higher education to explore ways in which this social media platform could be used for instructional purposes. However, findings concerning Facebook in higher education instruction have been mixed. Furthermore, some studies have indicated significant boundaries to the instructional use of Facebook. A grounded theory collective case study was conducted in the Fall 2014 semester to explore boundaries to the instructional use of Facebook in higher education. Activity Theory was utilized as a conceptual framework to develop a theory concerning boundaries to the instructional use of Facebook in higher education. Data from the study indicated five notable boundaries to the incorporation of Facebook as a pedagogical tool in higher education. [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.]