The New Economy Research Grant Program awarded funding in 2003 for this study, the first of its type, to examine faculty use of technology and participation in distance education throughout the University of Hawai'i system. The use of technology in delivering education plays an important role in The New Economy by increasing educational access and presenting educational opportunities that offer increased flexibility regarding time, place, pace of study, and delivery of instructional content. This is a particularly vital concern in Hawai'i given the geographical dispersion of the population. The purpose of the study was to explore how faculty attitudes and use of informational technologies affect their participation in distance education delivery. The findings were to be used to generate recommendations for policy development and practice designed to expand educational opportunity throughout Hawai'i. The study included 4,534 individuals which consisted of all full- and part-time faculty from all colleges, divisions, professional schools, and programs comprising the 10-campus university system. In addition to the faculty, all system-wide lecturers and graduate assistants with instructional responsibilities for the fall 2003 academic semester were included. While faculty engage in using selective technologies, the findings of this study indicate that their participation or non-participation in distance education results from factors associated with their use of technology, their attitude toward technology and distance education, their ability to adopt an innovation, and the demographic variables of age, ethnicity, and institutional affiliation. Appended are: (1) Gender and Race/Ethnicity of Respondents by Campus Units; (2) Classification, Rank, and Appointment of Respondents by Campus Units; (3) Faculty Status, Tenure Status, Level of Instruction by Campus Units; (4) Allocation of Average Percentage of Time Spent on Activities; (5) Demographic Characteristics of Non-participants and Participants in Distance Education; (6) Level of Instruction, Campus Location, and Locus of Appointment of UH Participants and Non-participants in Distance Education; (7) Means and Standard Deviations of Technology and Distance Education Statements by Campus Units; and (8) Means and Standard Deviations of the Key Dimensional Constructs by Campus Units. (Contains 17 tables, 10 figures, and 16 footnotes.) [Funding for this study was provided by the New Economy Research Grant Program.]