The purpose of this qualitative, descriptive study was to learn how post-secondary instructors/faculty described their belief in, the factors that lead to, and how organizational training and support influenced their encouragement of learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices at colleges and universities within the United States. This research included 14 post-secondary instructors/faculty. Ten semi-structured interviews and two focus groups were the sources of data. The following are the three research questions used to guide this study: how do post-secondary instructors/faculty describe their beliefs on encouraging learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices; how do post-secondary instructors/faculty describe what factors led to their encouragement of learner use of an assistive technology known as text-to-speech software as part of pedagogical practices; and how do post-secondary instructors/faculty describe how organizational training and support influence their encouragement of learner use of an assistive technology known as text-to-speech software as part of their pedagogical practices. This researcher used a thematic six-step analysis that identified the following nine themes. The results revealed that since text-to-speech software was easy to use, the participants were most likely to use the technology as a part of their pedagogical practices. [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.]