As part of its commitment to the development of education in the country, the Sultanate of Oman has recently invested heavily in the provision of modem instructional technology in its higher education institutions. The present study was designed to investigate the use of instructional technology in the College of Education sector, not least because such institutions are dedicated to training students for entry into the teaching profession. The training provided was likely to impact on the quality and relevance of the education received by school students in the years to come. More explicitly, the study sought to investigate four critical aspects: (1) the frequency with which College of Education faculty made use of items of instructional technology (all items being readily available within each of the six Colleges); (2) the factors seen by faculty as contributing to under-use of such items; (3) faculty attitudes towards technology and its use in their teaching; and (4) the type of improvements which faculty considered as being most likely to encourage the more effective use of instructional technology. Each of the above four aspects was the focus of a specific research question, and each question was supported by five hypotheses relating to the effects of selected faculty background variables (college, department, length of teaching experience, professional status, and gender). A questionnaire survey, built on relevant items and issues reported in the literature, was conducted with from a proportionate random sample of 240 faculty drawn the six Colleges of Education. The quantitative data collected were analysed using a combination of descriptive and inferential statistics. The study found that several items of instructional technology were under-used by faculty, and that faculty attitudes appeared to be largely positive towards instructional technology and its use in teaching. It identified what faculty saw as the most important factors in the under-use and what they saw as the improvements that would encourage faculty to make more effective use of instructional technology. A number of significant differences were found in the patterns of faculty responses and background variables, not least the department in which faculty taught. A number of recommendations were put forward as improving the use of instructional technology in Colleges of Education and in other higher education institutions in Oman, relating to equipment, training, and faculty support. Suggestions were put forward for further research into instructional technology use in Colleges of Education.