The focus of this research study was factors affecting Historically Black College and University (HBCU) instructional technology implementation. The problem that the study addressed was that HBCUs were slower at technology adoption than non-HBCUs, which could impact how prepared HBCU students may be for the digital workforce. The purpose of this descriptive, qualitative analysis was to explore factors that HBCU faculty described as contributory or inhibitory to instructional technology implementation. Three research questions emerged from the purpose: (1) What factors contribute to HBCU faculty's use of instructional technology? (2) What factors inhibit HBCU faculty's use of instructional technology? and (3) What training or support do HBCU faculty need to better adopt technology in their classrooms? The guiding theoretical framework was Davis's Technology Acceptance Model (TAM). Nine HBCU faculty from a university located in the Southeastern region of the United States participated in semi-structured, one-on-one interviews or in a focus group discussion. Braun and Clarke's six step thematic analysis was used to analyze the data, resulting in six themes. The first two themes centered on factors that faculty described as contributory and showed that the enhancement of instruction for faculty and students were key factors. The second theme revealed that high comfort levels attributed to academic or work-related experience with technology impacted integration. The next three themes focused on inhibitory factors and showed that time constraints and perceived ease of use deterred faculty from integration. The fifth theme showed that hardware and infrastructure issues impacted the effectiveness of technology instruction. The final theme showed that faculty benefitted from training and support that was ongoing, flexible, and accessible. The study's results showed that HBCU faculty perceptions are important to understanding why HCBU lag behind non-HBCUs in technology adoption. [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.]