Numerous factors impact academics’ “adoption” – use and/or creation – of Open Educational Resources (OER), but it can be difficult to know how to assess their importance, both in a general sense and in a given context. In this poster, we propose that OER factors should be understood as being categorically distinctive and hierarchically related, ordered according to the level at which they are externally (nationally, institutionally) or internally (individually) defined. This framework – the OER Adoption Pyramid – visualizes the qualitative and categorical differences between OER adoption factors, providing greater analytical clarity of OER activity and readiness at an institutional level. The pyramid consolidates the myriad of OER adoption factors listed in the literature into six hierarchically ordered categories: infrastructure access, legal permission, conceptual awareness, technical capacity, resource availability and personal volition. The stratified structure allows scholars to evaluate how these OER factors relate to each other in terms of their locus of control and it opens up new possibilities in assessing an institution’s level of “OER readiness” going forward.