The purpose of this study was to determine the factors contributing to the situation appraisal process that faculty experience in technologically stressful situations. Identifying the factors that contribute to the appraisal process can provide insight to campus administrative leaders who seek effective ways for faculty members to lower their technostress or appraise technologically stressful situations more positively. In this phenomenological study I analyzed interviews from nine full-time undergraduate faculty members who had been teaching on-campus at the same university for the past three years. By examining the descriptions of technologically stressful situations experienced by higher education faculty, I identified key factors that contributed to their appraisal of the situation. I grouped the key appraisal factors into four themes that could be used by administrative leaders to guide faculty development programs: Emotional support, hardware/software support, relational support, and institutional support. [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.]