This study investigates accounting faculty perceptions regarding institutional prioritization of the use and adoption of technology, funding for course-related technology, faculty professional development, and the use of faculty-related incentives for the development of technology related curriculum. The study examined 263 completed survey responses and found that faculty perceptions of institutional support for technology are somewhat favorable. When controlling for institutional size and AACSB accreditation, faculty perceptions are more favorable than those at smaller, non-AACSB accredited institutions. Faculty in administrative roles and those with an analytics specialty and higher ranks rate their universities more favorably than those in other roles and ranks.