This study examined the importance of faculty' s commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. Pedagogy refers to deep knowledge of the processes and practices of teaching and learning. Current Instructional Technology Adoption Models (ITAMs) ignore issues of pedagogy and are mostly developed for an alternative audience and environment, outside the realities and characteristics of higher education. This study identifies some factors that motivate full-time faculty in higher educational institutions to incorporate instructional technology in or outside the classroom. A customized electronic survey of 27 questions was developed and implemented, during the spring 2008, to four higher educational institutions and yielded 104 usable surveys. Data was analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and certain categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ (independent variable) and faculty adoption of instructional technology (dependent variable) independently. Intrinsic and extrinsic motives and teaching in health-related courses also predict adoption of instructional technology.