Some HBCUs have been slow with making shifts and movements toward online environments (Bagasra, 2019; Smith et al., 2020; Sturgis & Lamb, 2022). If HBCUs are to remain solvent and relevant in an ever-increasing technological society, it will be necessary for administrators to robustly invest in distance learning and determine why faculty members may be resistant to technology (Shreaves et al., 2020).This study adopts a dual theoretical framework, incorporating Technology Determinism (TD) and the Social Constructivism of Technology (SCoT), to analyze the dynamics surrounding the adoption of new technologies and distance learning initiatives within Historically Black Colleges and Universities (HBCUs). TD posits that technological development shapes societal change in a deterministic manner, implying a certain inevitability in the adoption of technologies. On the other hand, SCoT contends that the acceptance of technology is a socially constructed process influenced by human choices, values, and social contexts. The juxtaposition of these theories within the study aims to unravel the underlying reasons for the hesitancy or delayed acceptance of new technologies by HBCU leaders and faculty. TD suggests that external forces, beyond individual control, may drive the adoption of technology, while SCoT emphasizes the role of human agency and the socio-cultural factors that contribute to the acceptance or rejection of technological innovations. By intertwining these theories, the research seeks to provide a comprehensive understanding of the complex interplay between technological determinism and social construction in the context of HBCUs. The investigation aims to shed light on whether the resistance to adopting new technologies among HBCU leaders and faculty is predominantly influenced by external, technological determinants or by internal, human-driven factors. This nuanced exploration induces future research that can address broader discourse on technology adoption in educational institutions, offering insights that can inform strategies for promoting more effective and inclusive integration of technology within the HBCU setting. Some HBCUs have been slow with making shifts and movements toward online environments (Bagasra, 2019; Smith et al., 2020; Sturgis & Lamb, 2022). If HBCUs are to remain solvent and relevant in an ever-increasing technological society, it will be necessary for administrators to robustly invest in distance learning and determine why faculty members may be resistant to technology (Shreaves et al., 2020). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]