The rapid growth of technologies is providing the opportunity for innovative design and delivery of curriculum and instructional materials to college students; yet many college faculty members, especially in historically Black Colleges and Universities (HBCU), are not using this technology. With a widening gap in access to technologies for minorities, this is a significant issue. In this study, specific research questions focused on HBCU faculty’s current use of technology, desire to incorporate new technology, view of organizational support, and potential gender or age differences. Surveys were conducted at five HBCU with established records of leadership in education. Using quantitative statistics, the results showed there is a strong willingness of HBCU faculty to incorporate new technology. Faculty members, however, were handicapped by the lack of organizational support, access to computing resources, and availability of technology support staff. The result did not show gender or age differences in the adoption of technology in the classroom. It is recommended that HBCU consider upgrading aging computing and network infrastructures. Sustainable technology-related training and professional development workshops should also be made available to the faculty members. These initiatives could help faculty in HBCU move to increased use of technology to deliver instructions, encourage the use of technology by minorities, and foster the growth of online instruction in this important segment of our society.