Faculty roles have changed in response to shifting societal expectations of higher education, including an increased reliance upon nontenure track and part-time faculty, number of classes and programs offered online, and efforts to become multidisciplinary. Instructional development is crucial in providing faculty with the knowledge and skills to teach effectively in these changing environments. Although efforts to evaluate faculty development programs continue to drive toward a better model of evaluation effectiveness, understanding faculty motivation and how it differs by faculty appointment, discipline, and teaching modality contributed to this framework for evaluation. The purpose of this study was to explore faculty intrinsic and extrinsic motivation to participate in instructional development activities using a self-determination theory and the fulfillment of the three basic needs of competence, relatedness, and autonomy as a guiding framework. Using extant data from the Faculty Survey of Student Engagement and an appended Teaching Professional Development module, I explored factors that motivate faculty to participate in instructional development programs across different faculty appointments, academic disciplines, and teaching modalities. To explore motivation factors, I used comparison of means and multiple regression analyses. Findings showed a combination of the proxies used to measure motivation, competence, and relatedness predicted participation. Additionally, women and Faculty of Color were more likely to participate in instructional development, while contingent faculty were more likely to engage in collaborative but less formal activities to improve teaching than their full-time and tenured or tenure-track counterparts. Faculty from the education, health professions, and social services disciplines were the most likely to participate, as well as faculty teaching in a hybrid format. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]