Although faculty members are the front line adopters of technology in education, some appear to be unhurried to accept and use technology as part of their curriculum to meet institutional and student demands. The problem was that there was not a complete understanding of how faculty members made decisions on whether or not to implement new technologies in their educational courses. This lack of understanding of technology implementation by faculty can lead to ineffective use or the non-use of technology within the educational context and in some instances may affect student outcomes. The purpose of this non-experimental, correlational quantitative study was to attempt to understand technology adoption by faculty who teach undergraduate and graduate courses in health-associated programs at a small Midwestern College. This researcher explored how perceived enjoyment influenced the two determinants of the Technology Acceptance Model (TAM) of perceived usefulness and perceived ease of use and Canvas use among faculty at a small Midwest College. Findings indicated perceived enjoyment was significantly related to perceived usefulness (r(35) = 0.70, p = < 0.01) and perceived ease of use (r(35) = 0.71, p= < 0.01), perceived usefulness was significantly related to Canvas use (r(35) = 0.28, p = < 0.05), yet perceived ease of use was not significantly related to Canvas use (r35) = 0.17, p = 0.05. In multiple regression, R[subscript 2]= 0.081 indicating that only 8.1% of the variance can be accounted for by the independent variables perceived enjoyment, perceived ease of use, and perceived usefulness with Canvas use as the dependent variable. The regression analysis of variance indicated no significance with the F(3, 33) = 0.968, p > 0.05. For faculty at a small Midwest College, perceived enjoyment was related to perceived usefulness and perceived ease of use however neither perceived usefulness, perceived ease of use, or perceived enjoyment was predictive of Canvas use. Future research is needed to investigate whether perceived usefulness and perceived ease of use are critical components in the TAM theory when the situation involves mandated use of a technology among faculty in higher education milieus. [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.]