Learning management systems (LMS) are one of the most used educational technologies in higher education. It has been argued that LMSs have not reached their full potential since most are used for distributing materials, not for improving interaction and communications in classes. To better understand what influences LMS tool use, this study used an extended version of the Technology Acceptance Model to investigate how an instructor's pedagogical views were related to their pattern of tool use in a LMS. Using data collected from the Blackboard system at a large midwestern university, a purposeful sampling of instructors was identified from courses that used different patterns of tool use. In addition, a group of these instructors were identified as novice users of the system. A questionnaire was used to gather data related to ease of use, usefulness and intention to use Blackboard in the future, as well as perceptions of social norms, self-efficacy and preference for constructivist teaching philosophies. Based on quantitative analyses, this study did not find significant differences between instructors who demonstrated different patterns of tool use within Blackboard for variables related to an expanded version of the Technology Acceptance Model (TAM). Also, regression analyses did not find that this pedagogy variable significantly predicted intention to use the LMS after controlling for the other independent variables. These findings suggest that pedagogy is not a significant influence on instructor practices within the LMS and future use of the system. Nonetheless, this study did find that experienced users are more likely to report a higher intention to use the LMS in the future. Also, this study provides further evidence of the usefulness of TAM, finding the independent variables were significantly related to intention to use the system in the future. This study provides lessons for practitioners working to encourage LMS use, such as focusing messaging on the usefulness of the system for teaching and highlighting student, peer and leadership support for using the LMS. Future research should continue to explore the influence of pedagogy, as well experience with using these systems, on LMS use. [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.]