Today, higher education institutions invest heavily in innovative learning hubs and studios to provide educators with the necessary training and support to deliver technologically-enhanced educational content. However, the degree to which tailored personal, professional, or institutional-wide support results in improved technological- and student engagement-related educator self-efficacy is not known. This study uses a small sample of university educators from a research-intensive university in Kazakhstan, Central Asia (N = 47), and makes use of structural equation modelling, to present a good-fitting Model of Higher Education EdTech Support on Educator Self-Efficacy. We identify a substantive and statistically significant effect of the quality of tailored personal and professional support on educators’ tech-related self-efficacy (β = .69, p < .016). However, we found that the quality of institutional-wide tech support had no association with any form of educator self-efficacy. We conclude that, institutions looking to improve educators’ tech-related self-efficacy should ensure that innovative learning hubs and studios focus on providing tailored personal and professional support for individual faculty. Ideas for future research directions are provided.