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Some faculty in higher education are not embracing technology in their face-to-face classes. The purpose of this qualitative case study was to identify and describe faculty members' techniques for improving the technological integration within the curriculum at an urban college. This study investigated the incorporation of professional development activities within the college structure to determine if these mandated requirements resulted in enhanced technology use. Interview and observation data on technology integration practices were collected from 15 faculty members who taught within 5 departments of an urban college for 5 or more years. A combination of open and axial topic and descriptive coding was used to support inferential analysis. Observations revealed faculty were limited in their use of engaging and infused technology. Faculty wanted to use more technology of various kinds to support more active learning activities for students; they were concerned about their lack of skills and limited time for training. They appreciated the professional development offered and learned from the facilitator and from their peers; they became more aware of different technologies available. Needs identified included more release time for training, more differentiated training, and smaller groups when training. This study contributes to positive social change as it adds to the body of knowledge of faculty perception of technology integration into the curriculum. It also provides an analysis of the requirements for professional development training for successful technology integration at the college level. As technology continues to change, society demands that the educational arena produces students who will be active participants in this technological era. Faculty need to become more comfortable and proficient in technology use to enhance student learning.