The abrupt transition to emergency remote teaching during the COVID-19 pandemic offered minimal time to prepare, resulting in faculty reliance on prior pedagogical practices in the shift to an online instructional environment. Although the pandemic altered the learning environment in the short-term, it also offered a glimpse of how higher education institutions (HEIs) could transform their learning environments in the long-term. Though a body of literature exists on factors that influence technology acceptance, a limited number of studies have explored personality traits, teaching styles, and generational affiliation. An adapted Technology Acceptance Model considered these variables as antecedents to perceptions, attitudes, and behavioral intentions towards technology acceptance. A triangulation mixed methods design was employed to explore influences of technology acceptance among 62 professors. The results found small, positive, significant correlations between two personality traits and technology acceptance constructs, and small to moderate, positive, significant correlations between four teaching styles and technology acceptance constructs. No significant differences between generational groups and technology acceptance were found. Findings from the qualitative data analyses resulted in varying levels of convergence with the quantitative data analyses. This inquiry should be important to HEI administrators as they consider the significance of technology acceptance on post-pandemic policies surrounding academic program delivery models, increased demand for blended learning, and preparedness for future emergency remote instruction. [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.]