Research conducted over the past two decades indicates that adult students, regardless of demographic background and scholarly discipline, experience better overall outcomes from the use of student-centered practices, alternative assessment, and the use of modern educational technology in the classroom; these three concepts fall under the broad heading of “constructivist” instructional practices. Previous research also shows that faculty in adult education settings do not make regular use of these constructivist instructional concepts and practices in their classrooms. Instead, they more often use a behaviorist approach to instruction (employing the lecture model of instruction during about 80% of class time) which is generally not as effective, especially for adult students. The current descriptive research study was conducted to determine if the level of knowledge and use of these practices (student-centered instruction, alternative assessment, and new educational technology) is changing among adult business/management faculty. A corollary purpose of this study is because the use of student-centered instruction, alternative assessment, and new technology is encouraged by the accrediting agency for the participating schools. The population (N = 43) for this research included groups from two institutions of higher learning in the upper Midwest of the United States. The results of the study indicate that awareness of the aforementioned instructional concepts may be increasing when compared to previous studies. Most notably, awareness of new educational technology seems to have risen significantly. The use of these same practices, however, does not seem to have increased when compared to previous studies.