School administrators are faced with many responsibilities regarding cyberspace curricula. Some of their decisions regarding cyberspace curricula have resulted in problematic scenarios. These scenarios could have been avoided if the school administrators had participated in cyberspace curricula training. National administrative technology standards and national and state technology plans call for school administrator cyberspace curricula training. This study identifies reasons why school administrators are not infusing themselves with cyberspace curricula planning and staff development training. Three instruments are used to collect data: an interview, a survey, and a questionnaire. The target population is public school administrators in three geographic areas: rural, urban, and suburban. School administrators in all three educational levels (elementary, middle, and high) are the major participants. Additionally, university professors teaching in educational leadership programs are used to triangulate the data in this mixed method study.