In response to ever-increasing workload, one of the recent challenges confronting university admissions offices has been the transition from traditional paper-based processes to electronic processing of student applications utilizing computer technology. Several researchers have studied this shift in processes (Feldman, 2000; Conley & Enomoto, 2007), although none have studied this shift in the context of higher education admissions. The purpose of this study is to attempt to understand the shift from a manual, paper-based process to an online, electronic process in admissions offices in two universities. Using primarily qualitative interviews, the study examines the organizational setting and implementation process using the conceptual framework guiding this study, routinized action theory (Feldman, 2000), a perspective that examines repairing, expansion, striving in routines. Findings reveal that an iterative process allowing for staff input appeared successful in repairing routines that needed attention, expanding for new opportunities, and striving for ideal outcomes. Implications for the use of technology leading to the development or “professionalization” of the workforce in admissions, as well as challenges with technology use (e.g., technostress) are addressed.