External pressures could be a powerful force that drives the institution of higher education to attain information security policy compliance. Drawing on the Neo-Institutional Theory (NIT), this study examined how the three external expectations: regulative, normative, and cognitive expectations, impel the higher education of the United States to reach information security policy compliance. The research findings suggest that regulatory and social normative pressures, but not cognitive pressure, have significant effects on information security policy compliance in higher education. Based on these results, this study unfolds both the practical and research implications.