This research study examines teaching beliefs of English-language professors in Japan, how professors make sense of their beliefs, and how the beliefs influence their pedagogical strategies related to using technology and teaching with technology. An Interpretative Phenomenological Analysis (IPA) research design was used. Six English-language professors employed full-time in universities in Tokyo and Kanagawa participated in this study. Social Cognitive Theory was used as the theoretical framework. Each instructor's beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors' actual teaching practices related to the use of technology. This study demonstrated that instructors' beliefs about teaching are intrinsically related to their incorporation of technology as well as to the frequency of their use of technology. It revealed a complicated relationship between what teachers think and what they do in class in relation to technology-mediated tasks. Findings of this study suggest that English Language Teaching (ELT) instructors at the university level in Japan are navigating through a complex cultural, Confucian-influenced, structural educational system. Computer-mediated instruction includes Computer-assisted language learning (CALL), information and communications technology (ICT), social networking service (SNS), e-learning, and m-learning. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by stakeholders in recognizing instructors' beliefs as vital to technology acceptance. [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.]