Self-efficacy and performance variables and technology adoption for secondary distance learning facilitators were studied. Subjects were 107 high school teachers who served as distance facilitators for an introductory Spanish course delivered from Kansas State University to 9 states (Alabama, Colorado, Kansas, Missouri, Mississippi, Montana, Oklahoma, Tennessee, and West Virginia). The distance facilitator is a teaching partner in the satellite locations who is required to learn Spanish along with the students. A survey was developed to measure self-efficacy, performance, and adoption of technology. Questionnaires were completed by 89 teaching partners, and telephone surveys were conducted with 32 principals. Teaching partners were found to be high vesters and low vesters. High vesters differ in their commitment, role effectiveness, and responsiveness to new technology; and they believe in their abilities to design instruction using new technology as a result of being distance facilitators. With the rapid growth of distance education, it is essential that a theory base be constructed in order to better serve the learning constituency. One figure and six tables present study findings. (Contains 43 references.) (SLD)