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Effective integration of active learning technology tools in classrooms is a key component of 21st century higher education. The problem at the local university was that limited information existed about faculty perceptions regarding benefits of and barriers to integrating these tools. The technology acceptance model framework was used in this exploratory case study. Eight faculty members participated in semistructured interviews. Teaching technique and style of the faculty appear to determine the nature of their perception of success, rather than the active learning tools themselves.