The purpose of this study was to determine any relationship between three factors of the TPACK model and the impact of age and gender of foreign language teachers who teach in post-secondary education. The goal was to help instructional designers to develop need-based training for in-service language teaching faculty in higher education. Quantitative method was appropriate for this study as it assisted the researcher in finding psychometric properties of the instruments, testing hypotheses using one sample two tailed t-tests. Correlations were also computed between three domains of the TPACK model. Despite the modifications made in the instrument for the purpose of this research and its unique sample, exploratory factor analysis results revealed items in each factor strongly loaded on the same questionnaire items that were found by the instrument developers. Based on the results of t-tests of each composite score, there was enough evidence to suggest that foreign language teachers have substantive levels of Technological, Pedagogical and Content knowledge. Administrators in colleges and universities, higher education language teaching faculty, language instructors of adult learners in other settings, researchers, and faculty development units in higher education will likely benefit from the results of this study. [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.]