Information and communication technologies are changing the teaching and learning process around the world. Virtual learning environments are one of the most common technologies that universities are adopting nowadays. According to the literature, the implementation of any technology into an organization will affect the different groups within it. Thus, there are many theories about how the implementation process must be done in order to adapt the community to the new system. This article aims to present the results of a research that studied how the implementation process of Blackboard 9.1 in the University of Manchester was undertaken by lecturers and technologists of this institution. Two different questionnaires were applied to both groups. Following a qualitative approach for the open questions and a quantitative approach for the closed questions, all the responses from the participants were analysed. It was concluded that the implementation process of Blackboard 9.1 was management-driven instead of teaching-driven. Therefore, political and economical forces were involved in it. Additionally, the research revealed that neither students nor teachers or technologists were consulted before the execution process of Blackboard 9.1 started. Since the research was developed as a case study, the results cannot be generalised. Nevertheless, the study can be used to illustrate a more general idea about technology implementation in education.