Learner-centered education (LCE) is an instructional model that focuses on learners and the learning process as opposed to instructors and the instructional process. LCE has been the impetus for the move from the traditional instructional paradigm to a new learning paradigm that provides learners with authentic, autonomous, and more effective learning experiences. Phenomenography is a qualitative research method used to identify the different perceptions of learning, LCE, and technology among faculty members who specialize in education. In-depth, semistructured interviews were conducted with 18 faculty members in three departments: Teacher Education, Counseling and Higher Education, and Educational Studies. The aim of this study is to increase knowledge about how faculty members perceive and understand learning, LCE, and technology, and how LCE is implemented in technology-based classes. Results showed that there are different ways of perceiving each of the three phenomena: eight ways of perceiving learning, nine ways of perceiving LCE, and 19 ways of perceiving technology. These perceptions are related; sometimes they differ in terms of complexity, and sometimes they are of equal value. Results also showed that basic perceptions of technology reflect teacher-centered education, whereas complex perceptions reflect LCE. [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.]