The ongoing integration of instructional technology within community colleges has occurred for a variety of reasons. First, community colleges have implemented technology-based models to make operations more efficient and cost-effective. Second, instructional technology has been used to expand student markets through alternative course-delivery methods that reach those students unable to attend traditional campus courses because of geographical locations and constraints related to rigid work and family schedules. Third, community college courses are regularly updated to increase enrollment capacities and in many cases to better align content with today's high-tech economy. In this study, the authors use Karl Weick's conceptualization of loosely coupled organizations to explore the organizational environments of three community colleges in relation to the emphasis each institution places on the use of instructional technologies.