The purpose of this study was to explore faculty attitudes about the use of technology in the metropolitan university classroom. Researchers conducted four "electronic" focus group sessions with faculty at a metropolitan university via networked computers housed in a decision-support center on campus. The focus group sessions, homogeneous based on professorate rank, included a total of 29 participating faculty. A three-step content analysis procedure was used to analyze the qualitative data. First, the transcripts were manually coded and audited by a team of eight researchers. Second, a team of four researchers reduced the codes into attitude themes and patterns with a third research team, subsequently, developing the theoretical framework. The resulting theoretical framework included six constructs explaining faculty attitudes about technology in the college classroom. Those constructs included the influence of technology on student success, student interaction, college pedagogy, access to information, the college classroom, and the traditional methods of instruction. Furthermore, the framework addressed faculty attitudes concerning the influence of three educational issues on technology: teacher control of the classroom; nuances of the ideal classroom; and theories of student learning. (MES)