The present study covered the conformity barriers of virtual technologies in higher education. It was a qualitative research and population composed of the masters in Kordistan university. The instrument was a semi-structured questionnaire and analyzed based on ground theory through NVIVO software. The most significant conditional causes for interaction were masters' imposed and authoritarian  teaching method,  taking teaching easy in higher education, believing to presence and of cognition learning entity, masters' dualist attitude towards educational evaluation, and  physical environments. In general, the masters own a traditional attitude based on behaviorism learning theory in different aspects of teaching, evaluation, educational resources, and interaction. They did not consider virtual education as a complete and standard teaching method but a complementary instrument to recover present education.