Research indicates that information technology (IT), including course management systems (CMSs), allows faculty to adopt improved methods for teaching and learning, and training contributes to adoption.  Yet many faculty are unwilling to complete IT training on the CMS, leading to low adoption rates.  However, little is known about what influences faculty to complete IT training on the CMS, even though most colleges and universities provide CMSs to faculty.  The purpose of this session is to discuss a recent doctorial study aimed to address this gap in the literature.  This session presents the results of a quantitative, cross-sectional study of faculty perceptions of CMS characteristics, based on Rogers’ diffusion of innovations theory, which effect their willingness to complete CMS IT training.  The research questions focused on how perceived relative advantage, compatibility, complexity, trialability, and observability of the CMS influenced faculty willingness to complete training.  Faculty rank, tenure status, length of CMS use, level of CMS expertise, age, department, and gender were considered as potential mediating variables.  Multiple regression models were developed based on data from 102 Fitchburg State University faculty collected in October 2014.  Compatibility was significantly associated with online training willingness and relative advantage with in-person training willingness.  This session provides strategies to higher education administrators and researchers interested in modifying IT training to better leverage technology to increase the quality of teaching and learning.