Although around the world both developed and developing countries are starting to use Information and Communication Technology (lCT) to reform education, there are enormous differences among these countries as the developing countries have an overall system that has vastly different conditions from those existing in developed countries. These conditions that differentiate between developing and developed countries must be taken into consideration when trying to adopt ICT in developing countries. This research aims to evaluate the extent to which western-developed models of lCT can be applied by Business lecturers in higher education institutions in Egypt as one of the developing countries. Accordingly a number of enhancements were added in the development of a modified lCT adoption model (MlTAM) with the purpose of evaluation, side-by-side with the application of a selected western-developed model for comparison. Thus, this research might be considered as an initial attempt to address the tensions that exist in applying ICT implementation models designed for developed countries to the conditions in developing countries. This is an exploratory research which employs the survey and the case study methodology. The survey and case study domain is Business lecturers in Egyptian higher education institutions. The selected higher education institutions are: the College of Management and Technology at the Arab Academy for Science and Technology and Maritime Transport (AASTMT), the Business Faculty of Commerce at Alexandria University, and the Business Faculty of Commerce at Cairo University. A large preliminary survey was conducted in order to explore attitudes of Egyptian Business lecturers towards lCT adoption. This investigation, along with literature surveyed regarding the special characteristics of developing countries and existing ICT ad option models aided in the construction of MIT AM. This was followed by four case studies conducted in parallel for the purpose of implementing the two models and to discover if new findings will emerge as a result of their implementation. Data collection was facilitated through the use of the questionnaires during the design of MIT AM, then through observations and interviews during the case study phase. This research supports the view that western-developed models of ICT adoption need some enhancements before being used in higher education institutions in Egypt, although both models results were almost the same and there were minor differences between them during the implementation phase. Moreover, this research leads to several recommendations both for those who are in charge of implementing new technologies within higher education institutions in Egypt and also for Business Faculty staff in Egypt. Recommendations for Business Faculty staff are: (1) The Business Faculty needs to recognize the many forms, uses, and benefits that technology offers and to be ready to accept and put into practice changes in their teaching methodology through adopting MITAM, which is the modified model for the implementation of leT for the special circumstances of Egypt as one of the developing countries. (2) The Business Faculty needs support in learning how to integrate technology into their teaching practices. (3) It is necessary that groundwork should be done immediately in order to help higher education institutions to be better equipped to cope with the continuing changes that will inevitably face them in the very near future. Recommendations for college administrators are: (1) Planning: effective leT adoption plans have to be in place and it is also recommended to gather input from a variety of sources because often new change administrators become involved in the adoption of the recent technologies and they may neglect to listen to the people who are involved. It would seem that if administrators involve the Business Faculty in the planning process, then the institution would have that resource of encouragement working in each department, which will increase the likelihood that adoption of recent leT will succeed. (2) Development: Business Faculty development is as important as technology itself. Single training sessions may raise awareness and motivate excitement, as experienced by the research, but longer comprehensive training plans are very important to success. The most recent leT are useless if the Business Faculty is not aware of them or if they cannot be incorporated into teaching activities. (3) Usefulness: the effective use of leT in classroom teaching and learning activities could be enhanced if the Business Faculty communicates to their students that the use of any piece of technology is not an end in itself. Moreover, the Business Faculty's goal should be to consider any piece of technology as no more than a tool. Higher education institutions should establish rich working environments where ICT could be used and accessed sufficiently for teaching and learning purposes by both Business Faculty and students.