In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology.