The purpose of this study was to examine the relationships between barriers to technology integration and the behavioral, affective, and temporal constructs in a technology-rich environment. A group of 69 (24%) faculty completed a web-based questionnaire which identified barriers and grouped faculty into a number of categories. The study used three established tools to measure these associations. Barriers were evaluated using a modified version of a perception of barriers instrument designed by Hadley and Sheingold (1993). The two other major measures have been developed out of Concerns Based Adoption Model (Hall, Wallace, & Dossett, 1973). The behavioral aspect used the Technology Implementation Standards Configuration Matrix designed by Mills (2002), while the affective aspect used the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986). The temporal aspect was measured through a simple question probing the length of time one has taught within a technology-rich environment. Key results indicate that the main barriers were related to being unsure as to how to integrate technology and lack of support- both technical and pedagogical. Lack of time was also identified as a significant barrier by a number of the groups attempting to integrate technology. The results of this investigation indicate that barriers are indeed perceived differently in a technology-rich environment, and that a number of relationships do exist between the aforementioned constructs. To effectively integrate technology in a technology-rich environment, educators need to create technology integration plans which address professional development, program standards, and curricular integration while considering the differing needs of their target population. Appended are: (1) questionnaire; (2) description; (3) invitation e-mail; (4) entrance page for author's thesis research; (5) web-based consent form; (6) confirmation page for participating in study; and (7) NETS for Teachers: Educational Technology Standards and Performance Indicators for All Teachers. (Contains 27 tables and 6 figures.) [M.A. Thesis, University of Calgary.]