This book reports the findings of a study of the influences of organizational structures, cultures, pedagogies, and reward systems in a traditional university for their influences on faculty adoption of technology enhanced learning into teaching practice. The study was undertaken in a research-oriented Canadian university. Eight case studies of faculty experiences in a five-year (2000-2005) government-funded, technology enhanced learning (TEL) initiative are reported. Participants’ perspectives on the influences of university policies and practices on the success of TEL projects are examined. The roles of instructional designers and media developers in supporting faculty TEL development projects are discussed. Theoretical implications for organizational change in research-oriented universities to support faculty adoption of TEL are posited.