Although University of Botswana implemented national ICT policies and trained the lecturers to use educational technology, there was low-level use of eLearning in teaching and learning. In this regard, qualitative case study approach was used to explore and specifically focus on one aspect of the phenomenon; that is, the University of Botswana as a case study and the lecturers as a unit of analysis. The data were collected from artifacts (teaching and learning materials), secondary documents, interviews, and observations. The data analysis was based on the constant comparative method where the data collected was constantly compared to identify codes and themes for accuracy, credibility, and trustworthiness as a means of triangulation and member checks. Findings from the study showed that early adopters experiences in pedagogies, use of technology and delivery of courses is different. The other challenges found was that social system: University of Botswana in which they all operate was constraining them, and educational technology was used in face-to-face (f2f) classroom not in distance education based on compatibility of technology. Practical recommendations are made based on the findings from the study