The purpose of this study was to determine what variables predict the use of instructional technology among community college instructors. Legislators, community college administrators, and students expect innovative lessons from instructors that use technology. This study addresses the problem of not knowing what predicts instructional technology use by community college instructors in their face-to-face classes. The proposed theoretical model was derived from Davis's (1989) Technology Acceptance Model (TAM) and includes the variables age, years of teaching experience, subject area, instructional technology self-efficacy, perceived ease of use, perceived usefulness, intrinsic motivators, extrinsic motivators, attitude toward instructional technology, and intention to use instructional technology. A mixed methods study was conducted using structural equation modeling analysis to test the proposed model and interviews were conducted with participants who volunteered. The quantitative results indicated that the proposed model did not fit the data. Through exploratory analysis a trimmed respecified model was tested using SEM and although model fit was not achieved there was an improvement in the trimmed respecified model. The qualitative results support the quantitative findings; interviewees expressed feelings of personal satisfaction for using instructional technology. Also YouTube was an instructional technology reported as being used often. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]