This article explores Robert Kegan's adult constructive-developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning-making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago-Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self-authoring, and self-transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.