This descriptive study was designed to assess college instructors? perceptions of the usefulness of WebCT features designed to enhance course management and instruction. Also assessed were college instructors? perceptions of instructional incentives and instructional challenges encountered when using WebCT as an instructional delivery system and their perceptions of the quality of WebCT training and institutional support. A web-based survey questionnaire was sent to 181 college instructors at two southern universities who used WebCT for instructional delivery. The data were analyzed using descriptive statistics including means, standard deviations, and one-way analyses of variance (ANOVAs). All significant analyses of variance were followed by Tukey?s post hoc procedure. The findings revealed that the majority of respondents had positive perceptions of WebCT features designed to enhance course management and instruction. In addition, respondents showed positive perceptions of the instructional incentives listed on the survey questionnaire. On the other hand, the majority of respondents showed ambivalent perceptions of the quality of WebCT training, quality of institutional support and instructional challenges encountered as a result of using WebCT. Also, the analysis of data identified significant differences in respondents perceptions based on age, faculty rank and years of teaching experience.