Health care delivery and the educational requirements of those who provide care have evolved over the years to embrace technological advancements and meet the needs of the population. Radiologic technology faculty are tasked with graduating medical professionals that can apply foundational knowledge to real-world situations and teach in a manner that meets the needs of a growing and critical field. To meet the demands of helping students become more self-directed learners, educators should implement instructional practices that contribute to student success both in the classroom and in clinic, which can then translate to practice. However, faculty teaching in radiologic science programs are not required to utilize the same pedagogical practices. Although radiologic science educators are expected to be content experts in their discipline when teaching in higher education, they are not required to receive formal pedagogical training to do so. What type of pedagogical practices faculty utilize is unknown. For this reason, this study examined the relationship between radiologic technology faculty characteristics and pedagogical practices in the classroom. This quantitative study used an ex post facto cross-sectional survey design to collect data from educators teaching in radiologic technology programs accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT). A self-developed instrument was designed by the researcher to collect data regarding personal faculty characteristics and pedagogical practices in the classroom. Questionnaires were distributed via Qualtrics®, a commercial survey tool, to a target population size of 1627 individuals. Of these 1,627 invitees, 387 responded to the survey, resulting in a 23.79% response rate. The study utilized SPSS as a statistical analysis and predictive research tool to analyze the data according to assumptions, descriptives, frequencies, t-tests, analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA). There were no statistically significant differences found in any of the six research questions posed. Results showed that differences among faculty characteristics were not likely related to pedagogical practices. Additional analyses showed there were no differences between pedagogical practices according to faculty characteristics even though mean scores were higher in behaviorism than constructivism in every demographic category. While research exists that explores certain instructional strategies within specific courses, few studies in the literature address faculty's comprehensive repertoire of pedagogical practices in the higher education classroom. Although this study examined the relationship of radiologic technology faculty characteristics and their pedagogical practices, this research just began to scratch the surface. Several recommendations are made for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]