Despite the transformative possibilities associated with the inclusion of technologies in instruction, relatively little is known about the regular use and perception of these technologies in higher education. Framed by existing challenges and opportunities around instructional technology use nationwide, this research offers a case of one institution's attempts to set a baseline for technology-enhanced learning. This work is unique in that it is undertaken by a cross-disciplinary professional learning community (PLC) at their home institution. As such, both the case and the PLC process contribute to an understanding of how other institutions may examine campus-wide priorities related to teaching and learning. Findings suggest a degree of uncertainty around the use of technology-enhanced learning, most notable that users do not always understand "why" to support these tools. Additionally, the case research reports on how the PLC members communicated their work and findings to faculty and administrators.