The purpose of this qualitative research study is to gauge the current state of the academic developments in Educational Technology in order to identify pivotal issues and offer suggestions for future planning in Canada. This article explores the professional literature and the views of 25 senior faculty members from the twelve Canadian universities which offer or offered graduate degree programs in Educational Technology (and Distance Education). Findings from the study revealed one main category (challenges) connected to the academic field of Educational Technology in Canada with seven key sub-categories, namely, identity, standardization and professionalization, university politics, external influence, competition, funding, and teaching and learning. A synthesis of information sources is provided to delineate major patterns and generate new theory to help guide strategic program planning and evaluation. Recommendations suggest that greater attention should be invested in partnering and identity branding activities within the field to help leverage program success. (Contains 1 table and 2 figures.)