This article outlines how resource deployment from the top down can provide support for faculty seeking to implement a marketing curriculum that is focused on teaching digital marketing. Data from this exploratory study suggest that if the higher administration, particularly the dean, is familiar with what happens in the digital marketing classroom, then faculty are more likely to be supported financially. This result is consistent with research and theoretical development in marketing implementation, which suggests that although strategy is essential, it is resource deployment from the higher administration supporting specific actions that produces results. Digital marketing is unique in terms of the amount of training and outside industry support that is required to function effectively in the classroom, resulting in a need for financial and time commitments to be made to faculty. In this case, higher administration, and particularly deans, who were familiar with digital marketing as taught in the classroom were more likely to provide overall financial support for faculty in this area. Lacking support from above, many professors attempt to learn this information on their own, increasingly relying on industry partners for assistance.