This exploratory case study aimed to provide a description of how pedagogy, discipline, and course level impact the technology selection process of faculty members in higher education at a public, comprehensive university in New England. The research, conducted through both interviews and a survey, examined first the impact of the discipline, course level, teaching philosophy, and view of the role of faculty on the pedagogical approach of the faculty in the classroom. Then, the research focused on determining the impact of the pedagogical approach, discipline, and course level on the selection of technology for implementation. The interviews were conducted with members of three departments from different academic task areas while the survey was distributed to all faculty at the university. The study found a high impact of discipline on the pedagogical approach of faculty with the view of the role of faculty and the teaching philosophy helping explain the pedagogical approach of the participants. Course level also had an impact on the participants' pedagogical approach but not as much as discipline. The same results were observed when examining the impact on the selection of technology for implementation with discipline having a much more pronounced impact than pedagogical approach and course level. The findings should help direct faculty professional development both for technology and pedagogy with discipline specific trainings being recommended over the one size fits all approach. Institutions of higher education should also benefit from coordinating with the different disciplines when selecting technology for the classrooms. [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.]