The utilization of instructional technology in allied health based education programs has increased over the last century. However, limited research in athletic training education programs (ATEPs) examines the adoption of instructional technology. The purpose of this study was to identify concerns of program directors (PDs) with the constructs of instructional technology. Using the Concern Based Adoption Model (CBAM) as a theoretical framework, this study employed a cross-sectional survey design based on the Stage of Concern (SoC) dimensions of the CBAM. A demographic survey and a Stage of Concern Questionnaire (SoCQ) for both constructs were completed by 57 PDs. The SoCQ identifies seven dimensions of concern: unconcerned, informational, personal, management, consequences, collaboration, and refocusing. Group profile and quantitative analyses (MANOVAs, ANOVAs, and Chi Square) of the data were conducted. Group profile analysis revealed PDs had high relative intensities on Stages 0-2 (low level concerns) with a tailing up (i.e., dramatic rise in relative intensity) of Stages 5 and 6 concerns for both constructs. Both SoC profiles had peak SoCs identified as Stage 0 (unconcerned). The instructional media profile displayed a secondary peak at Stage 1 (informational). While the instructional design presented two secondary peaks at Stage 3 (management) and Stage 1 (informational). The evaluation of the peak and secondary SoCs for both constructs uncovered a pattern of self-based concerns (Stages 0-2) for a majority of PDs. The overall SoC profile for both innovations was that of a non-user. Concerns with instructional media did not appear to be influenced by any variables in the study. Further results demonstrated age and tenure status influenced PDs concerns on Stage 0 when investigating instructional design. PDs that identified with the combined definition (tools and process) of instructional technology were found to be more likely located in low level concerns (Stage 0-2) was found with the innovation of instructional design. The findings of this study can (a) guide future research into the concerns of PDs as they relate to the adoption and diffusion of instructional technology and (b) direct change facilitators involved with ATEPs to address barriers to the adoption and diffusion of instructional technology.