The college level teacher is a critical variable in the shift toward acceptance of new technologies. Despite the recognized need for teachers to use and teach new technologies, and National Council for Accreditation of Teacher Education's new accreditation standards, there remains a large percentage of teachers unprepared to cope with technology in classrooms. The data analyzed in this study were generated by a dean's task force of the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities (ACSESULGC/APU). Thirty-four cases were reported by 23 state and independent universities geographically representative and varied in size and complexity. The data analysis focused on strategies for technology-related college faculty development, including training, support, infrastructure, and funding. The study examined differential rates of change among colleges of education, the essential keys to successful strategies, and the relative importance of infrastructure, budget, leadership, and special incentives. Findings indicated that the essential key to success was leadership, and that providing appropriate and meaningful incentives was crucial. Recognition from department leaders, deans, or other university officials, release time, and monetary compensation are some of the incentives that are considered effective. (Contains 16 references.) (ND)