The purpose of this study was to analyze the use of a course management system in relation to faculty characteristics and instructional environments at a rural community college in California. The use of the course management system, Blackboard, was the technology studied. This study used a nonexperimental quantitative ex post facto research design to analyze the use of Blackboard at all classes in fall semester 2008. This study used 10 faculty characteristics and five instructional environment conditions as the independent variables and the basis for analyses. The 10 faculty characteristics were age, gender, highest degree earned, discipline, number of faculty teaching in the discipline, number of courses teaching by an individual faculty member, average class size, number of years teaching, employment status, and hourly pay rate. The five instructional environmental conditions were teaching location, course delivery method, course type, career technical education status and course duration. The dependent variable was the use of a course management system. Elements of the course management system were placed into four general categories--activated, static, interactive and multimedia. Pearson's correlation analyses were calculated to identify any significant relationships between faculty characteristics and use of a course management system and between instructional environmental conditions and the use of a course management system. Cramer's V was used to determine the strength of those relationships. Faculty who were female, had more formal education, were tenured, earned more money, taught on campus, taught online or taught for the fill semester were more likely to use a course management system. There were moderate to strong relationships for faculty who were female, had more formal education, were tenured, earned more money, taught on campus, or taught online. Institutions of higher education are investing fiscal, human and technological resources in the purchase and deployment of course management systems. This study can be replicated by any college that has the ability to gather information about faculty and their use of a technology. Once the method by which the data is collected is determined, it can be repeated at regular intervals in order to track the progress of the adoption of the technology. This data can then be used by college leaders as an evaluative tool within the college's planning processes. [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.]